CIHM 

ICIMH 

Microfiche 

Collection  de 

Series 

microfiches 

(IVIonograplis) 

(monographles) 

Canadian  Instituta  for  Historical  Microraprodurtiont  /  institut  Canadian  do  microreproductions  historiquos 


1996 


Technical  and  Bibliographic  Notes  /  Notes  technique  et  bibliographiques 


The  Institute  has  attempted  to  obtain  the  Ijest  original 
copy  available  for  filming.  Features  of  this  copy  which 
may  be  bibliographically  unique,  which  may  alter  any  of 
the  images  in  the  reproduction,  or  which  may 
significantly  change  the  usual  me^.tod  of  filming  are 
checked  below. 


D 

D 

D 

D 
D 

D 
D 
D 

D 


Coloured  covers  / 
Couverture  de  couleur 

Covers  damaged  / 
Couverture  endommag^ 

Covers  restored  and/or  laminated  / 
Couverture  restaur^  et/ou  pellicula 

Cover  title  missing  /  Le  titre  de  couverture  manque 

Coloured  maps  /  Cartes  g^raphiques  en  couieur 

Coloured  ink  (l.e.  other  than  t>lue  or  black)  / 
Encre  de  couleur  (I.e.  autre  que  bleue  ou  noire) 

Coloured  plates  and/or  illustratk)ns  / 
Planches  et/ou  illustratk>ns  en  couleur 

Bound  with  other  material  / 
Relid  avec  d'autres  documents 

Only  editk>n  available  / 
Seule  edition  disponitle 

Tight  binding  may  cause  shadows  or  distortion 
along  interior  margin  /  La  reliure  serree  peut 
causer  de  I'ombre  ou  de  la  distorston  le  long  de 
la  marge  intdrieure. 

Blank  leaves  added  during  restoratk>r«  may  appear 
within  the  text.  Whenever  possible,  these  have 
been  omitted  from  filming  /  II  se  peut  que  certaines 
pages  blanches  aioutdes  lors  d'une  restauration 
apparaissent  dans  le  texte,  mais,  totsque  cela  6tait 
possible,  oes  pages  n'ont  pas  6t6  filmdes. 


L'Institut  a  microfilm^  le  meilleur  examplaire  qu'il  lui  a 
ete  possible  de  se  procurer.  Les  details  de  cet  exem- 
plaire  qui  sont  peut-Stre  uniques  du  point  de  vue  bibli- 
ographique,  qui  peuvent  modifier  une  image  reproduite, 
ou  qui  peuvent  exiger  une  modifications  dans  la  m6th- 
ode  nomiale  de  filmage  sont  indiqu^s  ci-dessous. 

rn      Coloured  pages/ Pages  de  couleur 

I     I      Pages  damaged  /  Pages  endommagees 

I     I      Pages  restored  and/or  laminated  / 
— '      Pages  restaur^es  et/ou  pelleul^es 

r^    Pages  discokxjred,  stained  or  foxed  / 
' — '      Pages  decotor6es,  tachet^es  ou  piqu^es 

r^     Pages  detached/ Pages  d6tachees 

n?]     Showthrough  /  Transparence 

I     I     Quality  of  print  varies  / 

' — '      Quality  in^gale  de  I'impresston 

I     I      Includes  supplementary  material  / 

Comprend  du  materiel  suppldmentaire 

rnr  Pages  wholly  or  partially  obscured  by  errata 
*-^  slips,  tissues,  etc.,  have  been  refilmed  to 
ensure  the  best  possible  image  /  Les  pages 
totalement  ou  partiellement  obscurcies  par  un 
feuillet  d'enata,  une  pelure,  etc.,  ont  6t6  filmtes 
d  nouveau  de  fa9on  d  obtenir  la  meilleure 
image  possible. 

I  I  Opposing  pages  with  varying  colouration  or 
discolourations  are  filmed  twice  to  ensure  the 
best  possible  image  /  Les  pages  s'opposant 
ayant  des  colorations  variat>les  ou  des  decol- 
orations sont  filmdes  deux  fois  afin  d'obtenir  la 
meilleur  image  possible. 


D 


AddHnnal  comments  / 
Commentaires  suppldmentaires: 


This  ittm  is  f ilmtd  at  tiM  raduction  ratio  chackad  balow/ 

Ce  dootmant  act  film4  au  taux  de  riduetioft  itid>(|tii  ci-dassous. 

10X  14X  1«X 


12X 


IfX 


20X 


22X 


26X 


30X 


V 


24X 


28X 


32X 


The  copy  filmed  h«r«  Hm  bean  raproducMl  thanks 
to  th«  a«n«re*ity  of. 


L'axamplair*  film4  fut  raproduit  grica  i  ia 
ginAroaiti  da: 


National  Library  of  Canada 


Blbllothdqua  natlonala  du  Canada 


Tha  imagaa  appaaring  hara  ara  tha  baat  quality 
poaaibia  eonaidaring  tha  condition  and  lagibility 
of  tha  original  copy  and  in  kaaping  with  tha 
filming  eontract  apaciflcationa. 


Las  imagas  suivsntss  ont  iti  raproduitas  avac  la 
plus  grsnd  soin.  compta  tanu  da  la  condition  at 
da  la  nattat*  da  I'axamplaira  filmi,  at  an 
conformM  avac  laa  conditions  du  contrat  da 
fUmaga. 


Original  copias  in  printad  papar  covars  ara  fllmad 
beginning  with  tha  front  covar  and  anding  on 
tha  laat  paga  with  a  printad  or  illuatratad  impraa- 
sion.  cr  tha  back  covar  whan  appropriata.  All 
othar  original  copiaa  ara  filmad  beginning  en  tha 
first  paga  with  a  printad  or  iilustrstad  impraa* 
sion.  and  anding  on  tha  laat  paga  Mrith  a  printad 
or  illuatratad  impression. 


The  laat  recorded  frame  on  eech  microfiche 
shell  eonuin  the  symbol  — ^  Imeening  "CON> 
TINUED'I.  or  the  symbol  ▼  (meening  "END"), 
whichever  eppliee. 


Lee  exemplairee  origineux  dont  le  couvenure  an 
papier  eat  ImprimOa  sent  filmte  en  eommencsnt 
per  le  premier  plot  et  en  terminant  soit  par  la 
derniire  pege  qui  comporte  une  empreinta 
d'impraaaion  ou  d'illustration,  soit  par  le  second 
plot,  selon  le  caa.  Toua  lea  autres  exempleires 
origineux  sont  filmOs  en  eommencant  par  la 
pramiAre  page  qui  comporte  une  empreinte 
d'impreaaion  ou  d'iUuatration  et  en  terminant  per 
la  derni*re  page  qui  comporte  une  telle 
empreinte. 

Un  dee  aymbolea  suivants  apparaitra  sur  la 
derniire  imege  do  cheque  microfiche,  selon  le 
caa:  la  symbols  — *>  signifie  "A  SUIVRE".  le 
symbols  V  signifie  "FIN". 


Mapa.  plates,  charts,  stc.  may  be  filmed  et 
different  reduction  ratios.  Those  too  lerge  to  be 
entirely  included  in  one  exposurs  sre  filmed 
beginning  in  the  upper  left  hand  comer,  left  to 
right  and  top  to  bonom,  aa  many  fremes  es 
required.  The  following  diagrama  illuatrate  the 
method: 


Lea  cartea,  planches,  tableeux,  etc..  peuvent  itre 
filmOs  A  dee  taux  da  reduction  diffSrants. 
Lorsque  le  document  est  trop  grend  pour  itre 
reproduit  en  un  seul  cliche,  il  est  filmS  S  partir 
da  Tangle  supdrieur  geuche.  do  gauche  i  droite. 
et  do  haut  en  baa.  en  prenant  la  nombra 
d'imagea  ndcaaaaire.  Lee  diegrammea  suivsnts 
illustrent  la  mdthode. 


1  2  3 


6 


maocon  nsowrioN  tbt  cnait 

(ANSI  ond  ISO  TEST  CHART  No.  2) 


Ji 


/APPLIED  IM^OE     Inc 

1653  Cast  Moin  StrMt 

Rochester,  Nm  York        U609       USA 

(716)  «2  -  0300  -  Phww 

(716)  2M-5989  -Fox 


THE   NEW 

PRACTICAL   REFERENCE 

LIBRARY 


CANADIAN    EDITION 


EDITED    BT 

JAMES  L.  HUGHES 

CHIEF    INSncTOR    Or   KROOLS,    TOBONTD 
AND 

W.  A.  McINTYRE 

PBINCIPAL    rKOVtWCIAL    NORIIAI.   ilCHOOI„    HANITOBA 


VOI.I  'MK    VI 


CHICAGO  TORONTO 

THE  DIXON-HANSON-BELLOWS  COMPANY 

1911 


ill! 


Copyright  19t1 
nXON-BAMBON-BELLOWS    COVFAMT 


f       { 


m  mm 


'    l\ 


'  ••  V  U 


■in 

JAMES  L.  HUGHES 


Cotitctits 


CANADIAN  SUPPLEMENT 

AGRICULTURE     .        .  '        * 

ANTHROPOLOGY 

ARITHMETIC        .  ' 

ARTS 

"        •        .        , 

ASTRONOMY        .        .  '        ' 

BIOGRAPHY 

BOTANY       .        ,  '        *        ' 

COMMON  SUBJECTS 

DRAWING     .        .  ■        ■ 

GEOGRAPHY 

GEOLOGY 

HISTORY  .     *    .     *        *        *        * 

LANGUAGE  AND  GRAMMAR 

ORTHOGRAPHY   .    .     *    ' 

LITERATURE 

MACHINES  AND  ENGINEERING 

MATHEMATICS 

MONEY     . 

MYTHOLOGY 

NATURE  STUDY      .  '        '        ' 

PSYCHOLOGY  AND  PEDAGOGY    " 
PHYSICS 

PHYSIOLOGY 

PHYSICAL  CULTURE      .    *    .    *        ' 
GAMES  AND  PLAYS 
ETHICS     ..'■*• 
ZOOLOGY     .        .  '  ■        • 

INDEX  '        '        * 


PACE 

7 

u8 

»47 
»54 
aia 

aaa 


337 

ass 

•  aSs 

a99 

•  307 
347 

.  361 

371 
•    390 

39a 

394 

395 

398 

432 

438 
442 

449 
457 
463 

473 
475 


He  that  looeth  a  book  ^iV.  never  want  a  faithful 
friend,  a  wholesome  counselor,  a  cheerful  companion, 
and  an  efficient  comforter. 


J 


fonypcfd 


Volume  VI  of  The  New  Practical  Reference  Ltbrarv  cfttisUf «  «*  *^« 
parts,  th^  Canadian  Edition  ;ind  the  Educator,  the  latter  i„ck3LSnesau« 
^ons  and  illustrations     The  first  part,  containing  112  pagi"    fdefoted  ent  re1v  to 
Canadwn  topics,  of  which  there  are  over  five  hundred.^  Thes^toS  are  aS^ 
lolSlSes.^*''"'  ''"^"'  ""'*  •"  P'^"  *"^  ''y''  ^°"f°™  t°  the  toJicsT  the  other 
.„A  ?''  Canadian  Edition  was  edited  by  two  of  Canada's  most  widely  known 

SronranTor  wT"m?';  ^'"'''-  ^•-  V"^.'^^^'  ''''''  inspeJtoTof  schods" 
loronto,  and  Dr.  W.  A.  Mclntyre,  principal  of  the  Provincial  Normal  School 

ZZr^-    The  editors  made  a  most  careful  selection  of  topics  andThe  subjS- 

A.  ^L'"i°*''l''r'^^*"^""  •'^°';''''  ^^°^^  Canadian  topics  which  are  of  interest  to 
™,hlf2  if"*'^"=  ''PP'^.^  "1  *^"''  ""^^'^^  °^^e^  i"  the  first  five  volumes  The 
publishers,  however  realized  that  there  were  many  topics  of  special  interest  t5 
Canadian  readers  which  do  not  appear  in  any  general  reference  works  and  thev 
did  not  feel  justified  in  entering  the  Canadian  field  without  addZ  these  tonics 
to  he  work  The  volumes  therefore,  were  placed  in  the  handsS^the  clnaTan 
editors  and  they  were  asked  to  make  such  additions  as  would  render  the  New 
^CTicAL  Re^rence  Library  of  especial  value  to  Canadian  rSr  As^ 
result  of  this  plan  tht  Canadian  Edition  of  this  Library  contains  more  matte? 
bearing  directly  upon  Canada  than  any  other  work  of  general  referent! 
tnr  if  J  ♦?.  T"^  ^^^K'f.  r°*  ^o""'^  '"  Jts  regular  order,  the  reader  should  look 
for  It  in  the  Canadian  Edition,  in  Volume  VI.    All  articles  on  the  provinces  aSo 

S  whyiSS'rSnr't'  ;"•  ?.^  ''T'""'  ^''*''"-  "Th^  suppIeSS  articles 
aScl«  aid  ^™/X ' '  ^"''"''  development  of  the  provinces.  In  case  of  these 
^int  h^t!^rtu  ^"  '^^"'^  cross-references  to  articles  in  the  previous  volumes 
ITenJ^oJ^     '     ^^  *"■'  '"'""*'*'=  *'  ^''^  ^'^''"'^  Ontario.  Industrial  Develop- 

LibrUy  d^^^^^f  5s  a  special  feature  of  The  New  Practical  Reference 
to  aS'tSwAn/'*'  *5° V^°  ^''^  'P  P"^^"«  ^t"^'"  ^y  themselves  and  also 
n  the  ca  -Srtf.  i^hP''-'  *'  ^°'^'', '"  preparing  and  presenting  their  work 
if  researrh     n;i?,  S"!*"  '".?••«??""& 'f^sons  at  home  and  in  inculcating  habits 

Z^t!^hu}i^"  ^^"^  '"'*'^'"^',  <'*  ^^''*  """f  ^'^'  on  page  "8,  the  plan  and 
purpose  of  the  Educator  are  explained  in  detail. 

THE  PUBLISHERS. 


Canadian  6dtttcn 


Abbott,  John  J.  C,  Sir  (1821-1893), 
a  statesman  born  at  St.  Andrews.  Que- 
bec. He  was  educated  at  McGill  Uni- 
versity, where  later  he  was  dean  of  the 
Law  College  for  ten  years.  He  was 
elected  to  the  House  of  Commons  in 
1867;  entered  the  senate  in  1887,  and 
was  leader  for  the  government  from 
1887  to  1891,  when  he  '^ecame  premier 
of  Canada  in  1891.  Among  the  more 
important  posts  of  honor  and  service 
held  by  him  were  those  of  special  min- 
ister to  Australia,  1888,  counsel  for  the 
Canadian  Pacific  railway  and  mayor  of 
Montreal  in  1887  and  1888.  He  was 
author  of  the  Insolvency  Act. 

Aikiiu,  James  Cox,  Hon.,   LL.D. 
(1823-        ),  a  statesman,  born  in  the 
town  of  Toronto,  Ontario,  and  educated 
at  Victoria  College,  Cobourg.    He  be- 
gan life  as  a  farmer,  but  at  the  age  of 
twenty-one  was  elected  to  represent  his 
native  county  in  the  legislature.     He 
continued  in  legislative  duties  from  that 
time  on.    At  the  formation  of  the  Mac- 
Donald  government  he  entered  the  cab- 
inet as  secretary  of  state  and   regis- 
trar general,  and  held  these  offices  until 
1873.    He  was  the  author  of  the  Pub- 
lic Lands  act,  and  also  organized  the 
Dominion  Lands  Bureau,  which  is  now 
a  department  of  the  interior.    On  the 
return  of  his  party  to  power  in  1878, 
Mr.  Aikins  was  again  appointed  secre- 
tary of  state,  but  he  exchanged  the  of- 
fice for  that  of  minister  of  inland  reve- 
nue in  1880.     Two  years  later  he  re- 
signed from  the  cabinet  and  was  ap- 
pointed   lieutenant    governor    of    the 
province  of  Manitoba.    On  the  expira- 
tion of  his  term  of  office  he  was  called 
to  the  Senate. 

Alberta,  a  province  of  the  Dominioi 
of  Canada,  bounded  on  the  n.  by  Mac- 

— 7- 


kenzie,  on  the  e.  by  Saskatchewan,  on 
the  s.  by  the  United  States  and  on  the 
w.  by  British  Columbia.  It  is  720  mi. 
long  and  from  220  to  280  mi.  in  width. 
li  ,3'"«a  is  253,500  sq.  mi.  It  is  dou- 
ble the  size  of  Great  Britain,  and  cwn- 
pares  favorably  with  France.  Its  cap- 
ital is  Edmonton. 

Surface  and  Drainage.  The  great 
bulk  of  the  land  of  this  province  is  an 
undulating  plain,  with  occasional  level 
stretches  that  extend  for  great  dis- 
tances. In  the  north  are  the  Reindeer 
Mountains  and  on  the  southern  half  of 
the  western  boundary  are  the  Rocky 
Mountains.  There  is  but  little  land  that 
cannot  be  used  for  cultivation  or  for 
pasture.  Clay  covers  almost  the  whole 
area,  being  shaltowest  at  the  mountains 
in  the  west,  and  much  deeper  farther 
east.  This  is  overlaid  with  a  deep  black 
soil  from  a  few  inches  to  four  or  five 
feet  in  thickness.  Heavily  wooded  areas 
containing  valuable  timber  are  found 
along  the  many  rivers. 

The  chief  rivers  are  as  follows:  the 
Athabasca,  which  rises  in  the  south- 
western part  of  the  state  and,  crossing 
the  state  toward  northeast,  empties  into 
Lake  Athabasca ;  Peace  River,  a  tribu- 
tary of  Athabasca  River,  emptying  into 
It  from  the  west;  North  and  South 
branches  of  the  Saskatchewan  River, 
which  take  their  beginnings  west  of  the 
center  of  the  province  and  flow  south- 
east across  the  eastern  boundary.  The 
chief  lakes  are  Athabasca,  Beaver,  Buf- 
falo and  the  Lesser  Slave  Lake. 

Climate.  The  climate  of  this  prov- 
ince is  variable.  Situated  on  the  east- 
em  slopes  of  the  Rocky  Mountains,  at 
an  elevation  of  from  2,000  to  4,000  feet 
above  sea  level,  her  climate  is  dry; 
there  is  a  large  amount  of  sunshine  and 


Alberta 

a  small  amount  of  rainfall,  but  in  no 
part  is  there  an  insufficient  rainfall  to 
insure  good  crops.  Winter  begins 
about  the  middle  of  November  and 
breaks  about  the  first  of  April.  In  the 
south  and  parts  of  the  north  the  Chi- 
nook winds  play  a  very  important  part. 
(See  Chinook,  Vol.  I).  The  large 
amount  of  sunshine  is  another  distinc- 
tive feature  of  this  province. 

Agriculture.  This  industry  is  the 
most  important.  The  broad  prairies 
have  become  one  of  the  finest  grain-pro- 
ducing countries  in  the  world.  The 
folbwing  tables  give  some  idea  of  this 
industry. 

1908. 

Korses  246,922 

Milch  cows 1 10,357 

Other  cattle   934.326 

Sheep  161,979 

Swine "5.769 

SUMMARY  OF  CROPS  FOR  I908. 

Average 
Acres  of      Total         per 

Crop.  Crop  Area.  Bushels.  Acre. 
Spring  wheat. 212,677  4A>i,503  i8.8i 
Winter  wheat.  104,956    3,093422  29.47 

Oats 431.145  15.922.974  36.93 

Bariey 77,867    I.949.164  25.03 

Flax    9,262         73.762    7.96 

Speltz    484  9,697  20.03 

Rye   1,250         22,625  18.10 

Totals  ...837,641  25fl22M7 
The  sugar  beet  industry  is  becoming 
quite  extensive  in  Southern  Alberta.  In 
1908  the  Knight  Sugar  Company,  at 
Raymond,  produced  3,755,214  pounds 
of  sugar.  The  soil  is  peculiarly  adapted 
to  the  growth  of  the  sugar  beet. 

Mining.  Coal  virtually  underlies 
the  whole  province.  In  some  localities 
it  is  mined  at  the  outcroppings  on  banks 
of  streams,  and  in  the  Rocky  Mountain 
region  shafts  are  sunk;  in  the  Crow 
Nest  Valley  extensive  mines  are  being 
developed.  The  output  for  1907  was 
as  follows: 


Alberta 

Tons. 

Lignite  coal 639,335 

'Bitummous  coal  939,295 

Anthracite  coal 256,1 15 

^oke 73,7a2 

Briquettes    49,585 

The  other  important  minerals  are 
gold,  salt,  petroleum,  natural  gas,  as- 
phalt and  marl. 

r?.ANSP0RTATI0N      AND      COMMERCE. 

Alberta  is  crossed  from  east  to  west  by 
the  Canadian  Northern  and  Grand 
Trunk  Pacific  railways.  The  Canadian 
Pacific  has  numerous  branches  parallel- 
ing the  main  line  and  also  extending  in 
north  and  south  directrons.  Each  of 
the  other  lines  is  also  constructing 
branches  as  rapidly  as  possible,  so  that 
all  settled  portions  .»i  the  province  are 
practically  within  easy  reach  of  railway 
lines  and  thus  find  an  outlet  to  the  mar- 
kets of  Canada  and  the  United  States. 
Considering  the  age  of  the  province  its 
transportation  facilities  have  been  won- 
derfully devebped. 

Government.  The  government  of 
Alberta  conforms  in  plan  to  that  of  the 
other  Canadian  provinces.  The  chief 
executive  is  a  lieutenant  governor  ap- 
pointed by  the  governor  general  of  the 
Dominion.  The  legislative  assembly 
consists  of  forty-one  members,  elected 
by  popular  vote.  The  province  is  rep- 
resented in  the  Dominion  goveinment 
by  four  senators  and  ten  representatives 
in  the  House  of  Commons.  The  first 
lieutenant  governor,  appointed  in  Sep- 
tember, 1905,  was  Hon.  H.  V.  Buolyea. 

Education.  The  system  of  educa- 
tion is  under  government  control  and 
has  at  its  head  the  minister  of  educa- 
tion. The  system  includes  elementary, 
secondary,  normal  and  technical  schools. 
The  number  of  pupils  in  1908  in  the  902 
districts  was  34,338.  The  total  grants 
for  school  districts  amounted  to  $197,- 
767;  the  total  of  the  teachers'  salaries 
amounted  to  $497,745. 

Cities.  T.»e  chief  cities  are  Edmon- 
don,  the  capital,  Calgary,  Banff,  Dun- 
more,  Lethbridge,  Medicine  Hat  and 


1' 


.  -k,  • 


CATTLE    RANCH  WHEAT    FIELD  THRESHING 

FARM   SCENES   IN  NORTHWEST   PROVINCES 


r 


AUard 

Wetaskiwin.   Each  of  these  is  described 
under  its  special  title. 

HiSTOKY.  Alberta  was  organized  as 
a  province  in  September,  1905,  when 
the  Northwest  Territories  were  rcor- 

S mixed.    At  this  time  the  provinces  of 
Iberta  and  Saskatchewan  were  made 
to  include  the  former  districts  of  Assin- 
iboia  and  Athabaska,  thus  extending 
their  northern  boundary  to  the  60th  par- 
allel of  north  latitude.    Since  its  organi- 
zation, the  development  of  Alberta  has 
been  phenomenal.    Its  favorable  climate 
and   fertile  soil  admirably  adapt  the 
province  to  agricultural  purposes,  and 
large  numbers  of  immigrants,  many  of 
whom  were  from  the  United  States,  en- 
tered the  province  and  either  by  pur- 
chase or  homestead  rights  took  up  the 
Dominion  lands  atid  settled  upon  them. 
Allard.  Jules,  Hon.  (1859-       )i  a 
lawyer  and  statesman,  bom  in  St  Fran- 
cois du  Lac,  and  educated  at  Nicolet 
College.    After  completing  his  educa- 
tion he  entered  upon  the  practice  of 
law  in  his  native  town,  where  he  soon 
rose  to  distinction  and  became  mayor  of 
the  city.    From  1890  to  1897  he  was 
registrar  of  the  County  of  Yamaska.  In 
the  latter  year  he  was  elected  to  the 
legislative  assembly  and  has  been  re- 
elected at  all  subsequent  elections.    He 
entered  the  Gouin  cabinet  in  1905  as 
minister  of  public  works;  in  1907  he 
was  transferred  to  the  department  of 
agriculture,  and  in  1909  was  made  min- 
ister of  lands  and  forests.    In  1905  he 
was  also  appointed  a  member  of  the 
legislative  council  but  later  resigned  the 
position  to  seek  reelection. 
Allison,  David,  A.M.,  LL.D.  (1836- 
),  an  educator,  bom  at  Newport, 
Nova  Scotia ;  went  to  school  at  Halifax 
Academy  and  the  Wesleyan  Academy  at 
Sackville,  New  Bmnswick,  and  Wes- 
leyan University,  Middletown,  Connec- 
ticut.   He  became  classic  instmctdr  in 
the  Sackville  Academy  in  1862  and  was 
appointed  to  the  same  position  in  Mount 
Allison  College.    In  1869  he  was  chosen 
president  of  the  college,  which  position 
he  held  until  1877,  when  he  was  ap- 


AltBOBtC 

pointed  superintendent  of  education  for 
Nova  Scotia.  He  held  this  position  for 
fourteen  years,  when  he  retired  and 
again  became  president  of  Mount  Alli- 
son College. 

All  Red  Route,  The,  the  name  ap- 
plied to  a  proposal  to  subsidize  an  im- 
proved fast  through  service  to  New 
Zealand  and  Australia  by  the  way  of 
Canada.  This  plan  was  first  proposed 
bjr  Sir  Wilfrid  Laurier  at  the  Imperial 
Conference  in  1907 ;  and  in  an  address 
to  the  Royal  Colonial  Institute  in  1908, 
Lord  Strathcona  summed  up  the  argu- 
ments in  favor  of  the  scheme  as  fol- 
lows: 

(i)  The  service  would  improve  the 
communication  between  Canada  and  the 
United  Kingdom. 

(i)  It  would  utilize  an  altemative 
route  to  the  east  ar'd  be  available  for  the 
conveyar^e  of  troops. 

(3)  U  would  strengthen  Great  Brit- 
ain's position  on  both  the  Atlantic  and 
Pacific  in  case  of  war. 

(4)  It  would  assist  in  giving  Great 
Britain  the  control  of  the  Pacific  trade. 
The  plan  proposed  includes  establishing 
a  line  of  fast  steamers  between  Great 
Britam  and  the  Atlantic  ports  of  Can- 
ada; rapid  transit  over  the  Canadian 
Pacific  railway  between  the  Atiantic 
and  Pacific  ports,  and  another  line  of 
fast  steamers  between  Vancouver  and 
theports  in  New  Zealand  and  Australia. 

The  plan  calls  for  the  latest  and  best 
type  of  steamers  on  both  oceans  and 
requires  a  four  days'  service  to  Halifax 
and  a  twelve  days'  service  between  Van- 
couver and  New  Zealand. 

Almonte,  Don  Juan  Nepomuceno, 
ahlmon'tay  (i8o3-i8(»),  a  Mexican 
general  and  diplomat  He  was  educated 
in  the  United  States.  For  a  number  of 
years  he  held  important  oflSces  in  Lon- 
don and  South  America,  and  then  he 
joined  the  staff  of  Santa  Anna  in  1836. 
Later  he  became  minister  of  war  and 
in  1846  was  appointed  minister  to  the 
United  States.  He  retired  upon  the  an- 
nexation of  Texas  but  was  reappointed 
in  1853.    In  1857  he  was  minister  to 


Anuwnt 

France  and  he  participated  in  the  inva- 
sion of  Mexico  by  the  French  and  the 
election  of  Maximilian.  When  the 
Maximilian  government  fell,  Almonte 
was  proclaimed  .'ictator;  later  the  title 
of  President  of  the  regency  of  the  Mex- 
ican Empire  was  conferred  upon  him. 

Amhent,  a  seaport  town  of  Cum- 
berland CO.,  Nova  Scotia,  is  located  on 
Chignecto  Bay  and  the  Intercolonial 
railway,  138  mi.  n.w.  of  Halifax.  The 
town  is  surrounded  by  an  extensive  and 
fertile  agricultural  district.  The  chief 
industries  are  machine  shops,  a  car 
wheel  foundry,  a  woulen  mill,  a  shoe 
factory,  a  trunk  factory,  a  casket  fac- 
tory and  carriage  shops,  A  winter  fair, 
under  the  auspices  of  the  Maritime 
Stock  Breeders'  Association,  is  held 
here    annually.      The    town    has    fine 


£S;r^±^r]£«??£'^-svss^„r;ir^cre-^; 


ArdwiBlNiult 

versant  with  the  best  methods  of  that 
profession.  As  a  scholar  he  gained  dis- 
tinction in  mathematics  and  the  phys- 
ical sciences,  and  in  1862  was  appointed 
professor  of  mathematics  and  experi- 
mental science  in  Prince  of  Wales  Col- 
lege, Prince  Edward  Island.  In  1866 
he  became  principal  of  the  coilege,  re- 
taining his  position  until  1901,  when  he 
became  superintendent  of  education  for 
the  province. 

Angert,  Aiunute  Real,  angh'eir, 
Hor.,  LL.D.  ( 1838-  ),  a  statesman, 
bom  m  the  city  of  Quebec  and  educated 
at  Nicol .(  College.  He  began  the  prac- 
tice of  law  in  i860,  and  was  appointed 
queen's  counsel  in  1874.  The  same  year 
he  entered  the  Quebec  assembly  and 
held  his  seat  for  five  years.  Later  he 
was  solicitor  and  attorney  general  in 


ulation  m  1909  estimated  at  7,000. 

Amherstburg,  a  port  of  entry  in 
Essex  CO.,  Ontario,  is  situated  on  the 
Detroit  River  near  Lake  Erie,  and  on 
the  Michigan  Central  railroad,  81  mi.  s. 
of  Detroit.  The  industries  include  a  can- 
ning factory,  a  foundry,  two  planing 
mills,  a  flour  mill  and  stone  r  .arrying 
in  the  vicinity.   The  town  enjoys  a  large 
t   ide  in  coalin^  lake  vessels.    It  is  the 
southern  terminus  of    the  Sandwich- 
Amherstburg  electric  railway,  and  dur- 
ing summer  is  connected  by  ferry  with 
Bois  Blanc  Island,  which  is  opposite  the 
town  and  constitutes  one  of  the  finest 
parks  in  Canada.    Population  ic^-19,  3,- 

Amprier,  a  town  in  Renfrew  co., 
Ontario,  situated  at  the  confluence  of 
rtie  Ottawa  and  Modawaska  rivers. 
The  town  is  extensively  engaged  in  the 
manufacture  of  lumber.  It  is  beauti- 
fully located,  and  has  modem  improve- 
ments.   Population,  4,500. 

Anderson.  Alexa^ier,  LL.D.  (1836- 
).  an  educator  ->m  in  Aberdeen, 
Scotland,  and  educated  in  the  Free 
Church  of  Scotland  Training  College 
and  the  University  of  Edinburgh.  Dur- 
ing his  college  career  he  engaged  in 
teaching  and  became  thorou^ly  con- 


missal  of  the  government  in  1878  he 
became  leader  of  the  administration  in 
the  assembly  and  retained  this  position 
for  three  years.    In  1880  he  was  elected 
to  the  House  of  Commons,  and  the 
same  year  was  appointed  puisne  judge 
of  the  superror  court  of  the  pix>vince  of 
Quebec,  which  position  he  resigned  in 
1887  to  assume  the  duties  of  lieutenant 
governor  of  the  province.    In  189a  he 
entered  the  Thompson  administration  at 
Ottawa  as  minister  of  agriculture,  and 
continued  in  the  office  under  Sir  Mac- 
kenzie Bowell  until  1895,  when  he  re- 
signed and  resumed  his  practice  of  law. 
The  following  year  he  entered  the  gov- 
emment  formed  by  Sir  Charles  Tupper, 
as  president  of  the  council. 

Archambault,  TJrgel  Eugene,  ar- 
shom  bo'  (1834-  ),  an  educator, 
bom  at  L  Assomption,  Quebec,  and  ed- 
ucated at  Jacques  Cartier  Normal 
School,  Montreal.  Upon  his  gradua- 
tion he  began  teaching  in  the  public 
schools,  and  in  1859  was  chosen  prin- 
cipal of  the  Catholic  Commercial  Acad- 
emy m  Montreal.  He  afterwards  be- 
came principal  of  the  Polytechnic 
School  and  professor  of  industrial  econ- 
omy in  Laval  University.  He  was  di- 
rector general  of  the  schools  under  the 
•10— 


i 


I 

i 


Areola 

control  of  the  Catholic  school  commis- 
sioners  of  Montreal,  and  vice-president 
of  the  National  Association  of  Sain  : 
Jean  Baotiste.  He  served  as  commis- 
sioner of  the  scholastic  display  made  by 
the  province  of  Quebec  at  the  Paris 
Exposition  m  1878. 

ArcoU,  a  village  in  the  province  of 
Saskatchewan,  is  situated  on  the  Win- 
nipeg. Areola  and  Regina  branch  of 
the  Canadian  Pacific  railway,  256  mi 
w.  by  s.  of  Winnipeg.    It  is  a  railway 
station  of  cc  isiderable  importance,  and 
has  flour  mills  and  good  public  build- 
ings.   Population,  1,20a 
Armour,  John  Douglas,  Hon.  (1830- 
),  a  judge  and  jurist,  bom  at  Oton- 
abee,  Ontario,  and  educated  in  the  local 
schools  and  at  the  Upper  Canada  Col- 
lege and  the  University  of  Toronto.  He 
began  the  practice  of  law  in  1853  and 
continued  m  private  practice  until  he 
was     appointed    crown    attorney     for 
Northumberland  in  1858.    In  1861  he 
was  appointed  clerk  of  the  peace  for 
these  same  counties  and  queen's  coun- 
sel in  1867.    He  was  appointed  puisne 
judge  of  the  court  of  the  queen's  bench 
»n  1877,  and  was  promoted  to  president 
of  the  court  in  1887.   In  1896  he  v-as 
made  one  of  the  commissioners  for  the 
revision  of  the  Ontario  statutes. 

Armstrong,  Hugh  (1858-  ),  a 
business  man  and  legislator,  bom  in 
New  York.  He  went  to  Manitoba  in 
i»83,  and  engaged  in  business.  He  was 
elected  to  the  legislature  in  1892  and 
resigned  in  1896  to  contest  the  election 
for  a  seat  in  the  House  of  Commons, 
but  was  defeated.  He  was  again  elected 
to  the  legishcure  in  1902,  and  in  1903 
and  again  in  1907,  and  became  provin- 
cial treiisurer  in  the  Roblin  cabinet. 

Arnprior,  am  pri'or,  a  post  town  of 
Kenfrew  co.,  Ontario,  situated  on  the 
Madawaska  river  near  its  confluence 
with  the  Ottawa,  and  on  the  Canadian 
Pacific  and  Canada-Atlantic  railways 
38  mi.  w.  of  Ottawa.  The  manufacture 
of  lumber  is  the  chief  industry.  There 
are  marble  quarries  and  iron  mines  in 
the  vicinity.    The  town  has  a  beautiful 


Baic  Saint  Paul 
site,  and  is  well  laid  out  and  is  a  de- 
sirable place  of  residence.    Population. 
'909.  4.300. 

Arthur,  JuHa  (1869-       ),  an  act- 
ress, born  in  Hamilton,  Ontario.    Her 
real  name  is  Ida  Lewis.     She  began 
amateur    dramatic    work    when    only 
eleven  vears  old,  and  three  years  later 
made   her  professional   debut   as   the 
Prince  of  Wales  in  Daniel  E.  Band- 
manns   presentation   of  Richard  III 
She  went  to  England  and  Germany,' 
where  she  studied  violin  music  and  dra- 
matic art  and  returned  to  America  and 
made   her  first   public  appearance   at 
Union  Sauare  Theater  in  New  York. 
She  developed  unusual  histrionic  pow- 
ers  and  later  became  one  of  Sir  I^ry 

vi- '"^1?,?°'"??"^'  P'*y'"«  with  him  rr.d 
Miss  Ellen  Terry  in  various  Shake- 
spearean  roles.  She  has  written  numer- 
ous articles  for  the  press,  some  of  which 
nave  attracted  wide  attention 

Aylesworth,  AU.n  Bristol,  alze'- 
worth,  Hon.,  K.C.,  P.C.  (1854-  )  a 
statesman,  bom  at  Newburgh,  Ontario 
and  educated  at  the  Newburgh  high 
school  and  Toronto  University.  He 
began  his  career  at  the  bar.  In  1901 
he  was  appointed  one  of  the  coi  ims- 
sioners  for  settling  the  Alaska  boundary 
dispute  with  the  United  Sutes.  He  en- 
tered Pariiament  in  1905  and  was  ap- 
pointed postmaster  general;  in  the  fol- 
lowing year  he  was  appointed  minister 
of  justice. 

Aylmer,  a  town  located  in  Elgin  co., 
Ontario,  on  Lake  Deschaines.  It  has 
a  number  of  manufacturing  interests 
among  which  are  a  canning  factory  a 
shoe  factory  and  marble  and  granite 
quarries.    Population,  2,291 

Aylmer,  Matthew,  Lord  (1647- 
1720),  admiral  of  the  British  navy,  born 
in  T-eland ;  entering  the  navy  in  1678, 
he  was  made  rear-admiral  in  1693,  vice- 
admiral  in  1694  and  admiral  in  1698 
He  was  commander-in-chief  of  the  Brit- 
ish navy  from  1709  to  171 1  and  served 
as  representative  in  arranging  the  treat- 
ies with  the  Barbary  states. 

Baie  Saint  Paul,  bay,  a  post  village 


of  Charlevoix  co.,  Quebec,  is  itituated 
on  the  St.  Lawrence  river,  60  mi.  below 
Quebcr,  and  39  mi.  from  Saint  /  ne  de 
Banpre.  There  are  valuable  dc  jsits  of 
iron  ore  in  the  vicinity  and  als  mines 
of  plumbago  and  silver  ore.  The  chief 
industries  mclude  woolen  mills  and  the 
manufacture  of  lumber.  The  surround- 
ing region  is  devoted  to  agriculture. 
The  town  is  beautifully  situated  on  the 
St.  Lawrence  and  ranks  with  Murray 
Bay  as  a  summer  resort.  Population, 
1909,  estimated  at  5,uoo. 

Baker,  Alfred,  M.A.,  an  educator, 
prepared  at  the  Toronto  gramipsr 
school  and  the  University  of  Toronto. 
He  became  a  teacher  of  mathematics 
in  the  Upper  Canada  College,  and  in 
1875  ***  appointed  tutor  of  mathe- 
matics, and  the  next  year  registrar  of 
the  University  College,  Toronto.  In 
1885  he  was  appointed  dean  of  resi- 
dence in  the  University,  and  two  years 
later  succeeded  to  the  chair  of  mathe- 
matics. He  was  elected  senator  of  To- 
ronto University  in  1895,  and  the  fol- 
lowing year  president  of  the  Ontario 
Educational  Association  and  member  of 
the  Educational  Council  in  Ontario.  In 
1897  he  was  elected  a  member  of  the 
Council  of  ^  American  Mathematical  So- 
cieties. 

Baldwin,  Maurice  Scollard,  The 
Right  Rev.,  D.D.  (1836-  ),  an  An- 
glican bishop  of  Huron,  bom  in  To- 
ronto and  educated  at  Upper  Canada 
College  and  the  University  of  Trinity 
College.  He  was  first  appointed  cura- 
tor of  Saint  Thomas  Church  in  Saint 
Thomas,  Ontario,  and  in  iSSs  he  went 
to  Montreal,  where  his  preaching  at- 
tracted wide  attention.  Five  years  later 
he  was  appointed  to  fill  a  vacancy  in 
Christ  Church  Cathedral,  and  in  1872 
was  appointed  rector  of  the  Cathedral. 
In  1879  he  was  appointed  dean  of  Mon- 
treal, and  in  1883  was  chosen  as  third 
bishop  of  Huron. 

Baldwin,  Robert,  Hon.  (1864-1858), 
a  statesman  and  diplomat,  bom  in  To- 
ronto. He  served  in  the  Assembly  of 
Upper  Canada;  berome  solicitor-gen- 


B«nks  and  Banldnc 
eral  for  Upper  Canada  in   1840,  and 
was  premier  and  attorney-general   in 
1842-1843,  i848-i8<i. 

Balgonic,  bal  go'nie,  a  town  in  the 
Province  of  Saskatchewan,  on  the  Ca- 
nadian Pacific  railway.  It  has  large 
grain  elevators  and  is  in  a  r'ch  agricul- 
tural region.    Population,  40a 

Banka  and  Banking.  The  Canadian 
Banking  Company  was  organized  in 
Montreal  in  179a,  but  was  discontinued 
m  a  short  time.  In  1807-1808  the  legis- 
lature of  Quebec  defeated  a  move  to  get 
a  charter  tor  a  Bank  of  Canada,  but  in 
1817  The  Montreal  Bank  was  founded. 
Banking  was  placed  under  the  jurisdic- 
tion of  the  Dominion  Government  in 
1867,  by  the  passing  of  the  British 
North  America  Act.  i;  e  Banking  Act 
was  passed  in  1870  and  is  renewed  every 
ten  years. 

All  banks  are  chartered  by  act  of  the 
Parliament  of  Canada,  and  are  subject 
to  the  provisions  of  the  Banking  Act. 
No  new  bank  can  be  incorporated  with 
a  capiul  stock  of  less  than  $500,000,  of 
which  at  least  $250,000  must  be  paid 
up  before  it  b<:t,ins  business,  and  $100,- 
000  in  gold  must  be  deposited  with  the 
Dominiflx  .'ovemment. 

Under  the  Banking  Act  and  charter 
issued  to  the  banks,  any  bank  is  permit- 
ted to  issue  circulation  notes  for  the 
sum  of  $5.00  or  multiples  of  this  amount 
equal  to  its  paid-up  capital. 

The  IcMl  tenders  are  these  notes, 
with  the  Dominion  government  issues 
of  $i.oo,  $2.00,  $50.00,  $100.00,  $500.00, 
$1,000.00,  silver  being  used  as  the  frac- 
tional currency. 

Banks  are  required  to  hold  forty  per- 
cent, of  their  reserves  in  Dominion  gov- 
ernment notes,  and  monthly  statements 
must  be  furnished  the  govemment,  and 
are  subject  to  publication.  A  bank  may 
have  additional  circulation  during  the 
crop  season,  October  to  January,  inclu- 
sive. This  amount  cannot  exceed  fif- 
teen percent,  of  its  combined  paid-ur 
capital  and  reserve  fund. 

There  are  thirty  active  banks  in  Can 
ada     and     about     nineteen     hundred 


—12— 


Baptists 

branches.  The  branch  system  is  admi- 
rably adapted  to  the  developing  of  new 
mtcrests  and  the  country  at  large. 

The  Canadian  Bankers'  Associrtion 
was  organized  under  the  Banking  Act 
and  each  chartered  bank  is  a  member; 
in  the  case  of  the  failure  of  any  bank 
provisnn  is  made  for  the  Association 
to  take  chargre  as  liquidator.  The  fol- 
lowing tobic  IS  a  sUtement  of  the  char- 
tered banks : 


Baptbti 

were  organized  about  this  time,  one  in 
St.  Armand,  another  in  Stanbridgc  and 
«  third  in  Durham.  The  first  church  in 
Ontario  was  organized  at  Halkiwell  in 
»79S.  "nd  the  first  Bapti  isociatnn 
was  formed  at  Granville,  Nova  Scotia, 
in  1800,  the  second  .me  at  Thurlow,  On- 
tario, in  1803.  From  these  centers  the 
work  spread  rapidly  until  Baptist  set- 
tlements and  churches  were  represent- 
ed in  all  the  provinces.    Armitage  sayi 


}X»ma  of  Iteak 


iSSof  ^jw  BSIiiwiok. . 
Sft^  of  Nwkj^ptur..'."' 
Bm^jIi"  WittA"'iftartli 

JBsS|i3^;::::;i:::: 

rinoial*  da  1 


»«  tfmmm  VM  ammutwua 

§t4WiM4  Bu^ofCMMd* 


I — -of  Ciuud*.*!. 


BomBukat 

Karin  Baak  of 


Tradm  Bank 
Matio^taui 

Caittd'I^N 

Canada ,, 

n  Farnan'  Bank  of  Caaadi 
10  Worthwn  Crowa  Bank.. .  ■ 

Baptists.  The  first  work  done  by 
the  Baptists  in  the  Dominion  of  Canada 
was  at  Newport,  Nova  Scotia,  in  1760 
by  Rev.  John  Sutton,  an  evangelist  from 
New  Jersey.  At  that  time  Daniel  Dim- 
mock  became  associated  with  this  de- 
nomination and  was  one  of  the  most 
prominent  members  of  the  Baptist 
church  in  Canada  for  a  number  of  years. 
The  first  organization  in  the  province 
of  Quebec  was  at  Caldwell's  Manor  in 
1794-  This  church  was  founded  through 
the  efforts  of  Rev.  John  Hubbard  and 
Ariel  Kendrick,  missionaries  of  the  de- 
nomination.    Several   other   churches 


Total 
.uiiia 


il».TH 

lis 

j4.»N.ni 

H.NI,II1 
J'lS-XI 

is.ni.w 

ULHIJII 

itM.uk 
tt.ia.m 

A&SH 

tjm.m 
i.m.m 

1.710  SM 


LtoSSlfuM 


J'M.O!| 

it,ooi.ni 


the  pioneer  churches  of  Quebec,  On- 
tario and  the  Maritime  provinces  were 
planted  by  missionaries  from  the  United 
States,  except  the  later  churches  in 
what  is  now  the  Ottawa  association.  In 
1901  the  denomination  had  1,296 
churches  and  108,217  communicants  in 
the  denomination.  The  Baptist  church 
of  Canada  has  been  much  interested  in 
the  work  of  missions,  both  home  and 
foreign.  The  home  missionaries  hav- 
been  most  energetic  i^i  the  new  , 
inces  and  the  Northwest  Territc 
Education  among  the  denomination  . 
received  attention  in  the  founding  of 
•15- 


£L^P*i^  ^'««*  ■»  "orton.  Now 
»cotm.  iMnce  then  a  number  of  other 
Mpti»t  college*  and  Mminariei  have 
been  ciubhihed,  including  Acadia  Col- 
lege at  Wolfville,  McMaster  I'niveriity 
M  Toronto,  Brandon  College  at  Bran- 
don. Okanagan  College  at  Siimmcrland. 
The  work  in  Weitem  Canada  it  carried 
on  in  seven  different  languages. 

B«T.  RolMrt  (1880.        ),  an  au- 
thor, bom  in  Glasgow,  Scotland,  edu- 
cated in  the  Norma!  School  of  Toron- 
to.   He  began  his  career  u  a  teacher. 
!!?;u'"«,vS  was  appointed  head  roaite 
of  the  Windior,Ontario.CentraI  School. 
Wftile  in  this  position  he  wrote  a  hu- 
morous sketch  of  a  journey  made  by 
himself  and  a  friend  in  a  small  boat 
along  the  southern  shores  of  Lake  Erie 
*iV«    w»»    P«W>»hed    in    the    Detroit 
(Mich.)  Free  Preu  and  vtras  quoted  far 
and  wide.    As  a  result,  Mr.  Barr  was 
invited  to  Join  the  staff  of  that  paper, 
which  he  did  in  1876.    In  1881  he  w«t 
to  England  and  esubiished  th?  weekly 
edition  of  the  .ree  Press  in  London. 
His  writings,  under  the  pen  name  of 
Uike   bharp,   became   widely  popular 
throughout  the  United  Kiagdom.     In 
189a  he  established  the  Idler  Magaeine, 
under  the  dual  editorship  of  himself 
and  Jerome  K.  Jerome.    In  additi.-.i  to 
»i*  ""*'P*P«''  and  magazine  wntings 
Mr.  Barr  has  published  a  numljer  of 
works ;  chief  among  these  are  Strange 
^opfcnings  in  c  Steamer  Chair,  From 
Whose  Bourne.  The  Face  and  the  Mask, 
in  the  Mtdst  of  Alarms,  A  Won^an  In- 
t^rz'enes.  The  Mutable  Many  and  One 
Days  Courtship. 

Barrie,  a  town,  the  county-seat  of 
bimcoe  CO.,  Ontario,  on  the  north  shore 
of  Lake  Simcoe  and  the  Grand  Trunk 
railway.  It  also  has  steamer  connec- 
tions with  other  points  on  the  lake. 
1  his  place,  owing  to  iis  pleasant  climate 
and  beautiful  surroundings,  is  a  popular 
summer  resort.    Population,  6,400. 

Batoche,  bahtot'ch-e,  a  town  in 
the  province  of  Saskatche-.van,  on  the 
Saskatchewan  river  and  the  Prince  Al- 
bert branch  of  the  Canadian  Pacific  rail- 


BMMf.-md 

w»y.  36  mi.  from  Prince  Albert.  Here 
!L^**1  *•"  l^n-acks  of  a  divisbn  of 
the  Northwest  Mounted  Police. 

MttMord.  a  town  of  Saskatche- 
wan, situated  at  the  junctkm  of  the  Bat- 
r!«!i?     Saskatchewan  river.,  on  the 
Canadian  Northern  railway.oo  ini.froi 
^katoon.    It  is  the  capital  /or  the  Sa» 
katchewan  district,  and  is  the  center  of 
■  urge  region  devoted  to  the  rai.sing  of 
gnm,  mixed  farming  and  ranKinir  and 
has  ari  important  wholesale  trade*  ilat- 
tleford  was  the  old  capital  of  ihc  North- 
west Territories  and  was  an  Important 
«int  during  the  constructwn  of  the 
Canadian  Pacific  railway.  The  old  kov- 
ZH^'  ^^^  ",  occupied  by  an  Indian 
industrial  school  and  serves  the  chil- 
dren of  an  Indian  reservation  near  by. 
It  has  a  public  school  which  includes  a 
high  school  course,  alfo  a  large  paro- 
chial school.   Population.  1909,  i.sSo 

Bcaugrand,  Honor*,  bowgron' 
-WJ^  ^  ^'c*  journalist,  bom  atl'Al- 
amonae  Quebec,  and  educated  at  Joli- 
rtte  College  and  the  Montreal  Military 
SJ'^L  J?.  '^5  he  went  to  Mexico 
and  joined  the  French  army  under  Mar- 

.^A.^\?""*'  .?"*  "P°"  ^he  failure  to 
install   Maxnnilian  as   imperor,  he  ac- 

♦'i^Sf'  !u   ^^"'"y   «o  France  and 
traveled  through  Europe.    He  returned 
to  New  Orleans  and  began  work  as  a 
journalist :  later  he  filled  similar  posi- 
tions  in  iJoston  and  St.  Louis.    Rcturn- 
ing  to  Montreal  ii   1879,  he  founded  La 
t  urte,  as  an  organ  of  the  French  Lib- 
eral part> .     He  conducted  this  paper 
"00        '  ~  *''*"  *"*  disposed  of  i*     In 
1887  he  began  the  publication  of  the 
Montreal  Datly  News,  which  had  but 
a  brief  existence.     He  was  mayor  of 
Montreal  in  ,885  to  1887,  and  repre- 
sented the  third  division  of  Montreal  in 
the  legislature  in  1890;  he  was  also  a 
delegate  to  the  Congress  of  the  World's 
Uiambers  of  Commerce  in  1896.    Mr 
Beaagrand  has  been  a  liberal  contribu- 
,^  American  magazines,  particular- 
ly Ihe  Century  and  the  Forum;  he  has 
also  contributed  to  the  Canadian  Maea- 
stne.  * 


—14— 


BMuport 

.■^uport*  »>o'port,  a  pott  village 
of  Quebec  CO..  Quebec,  located  on  tU 
n  .fiore  of  the  St.  Uwrence  river,  t 
mi.  below  the  city  of  Quebec  and  on 
the  Canadian  Northern  railway.  It  i$ 
»Iw  connected  with  Quebec  by  an  ekc- 
tnc  line.  The  town  contain!  levcral 
•aw  nulls,  factories  for  the  manufac- 
ture of  nails,  matches  and  fire  clay 
products.  There  is  also  a  large  distillery 
there.    Population  in  1909,  estimated  at 

O^XXJ. 

Beck.  Adam.  Hon.  (1857.  ),  a 
business  man  and  legislator,  bom  at 
Baden,  Ontario,  and  educated  in  Gait. 
He  IS  a  successful  manufacturer.  He 
was  elected  to  the  legislature  in  looa. 
•nd  returned  at  the  general  election* 
m  1905  and  1908.  He  was  appointed 
•  minister  without  portfolio  in  the 
Whitney  administration  in  1905,  and 
was  mayor  of  Lou.  .1,  Ontorio,  from 
190J  to  1004. 

Bellviile,  a  city,  the  countv.»eat  of 
Hastings  co.,  Ontario,  on  tlie  Grand 
Trunk  railway  and  on  the  north  shore 
of  the  Bay  of  Quinte.  It  is  a  manufac- 
turing place  of  some  importance.  Pot>. 
ulation,  iO40a 

Bengough,  John  Wltaon,  bengoflF 
('»5»-        ),    a    caricaturist,    lecturer 
and  poet,  bom  in  Toronto  and  educated 
at  the  Whitby   district  and  grammar 
schools.    He  prepared  for  the  practice 
of  law,  but  changed  to  journalism.    He 
established   in   Toronto  in   1873   Th* 
Cnp,  a  humorous  weekly  illustrated  by 
himself.    His  political  cartoons  in  this 
paper  showed  a  high  degree  of  artistic 
talent  and  attracted  wide  attention,  the 
New  York  Herald  pronouncing  him  the 
greatest  cartoonist  living  upon  this  side 
of  the  continent.    In  1892  he  severed 
his  connection  with  The  Grip  and  was 
employed  for  a  time  as  caricaturist  by 
the  Montreal  Star;  later  he  joined  the 
staff  of  the  Toronto  Globe  in  the  same 
capacity.    Mr.  Bengough  is  also  widely 
known  as  a  humorous  lecturer  and  as  a 
poet.    Ht  is  the  author  of  the  famous 
election  son|r,  Ontario,  Ontario.  Among 
his  publications  are  Popular  Readings, 


prigmal  and  Selected.  Carieainre  Hit- 
u^  "/^CaiMdiaii  Politia;  Motley 
ytTM.  Crate  and  Cay;  The  Vp-tl 
Date  Prmer,  A  First  Book  of  Lessons 
for  Utile  Political  Economists.  He  was 
appointed  an  associate  of  the  Royal  Ca- 
i»dian  Academy  of  Arts  upon  the  for- 
nwtloo  of  that  institution  in  1880;  in 
io5>i  h«  became  president  of  the  Suigle 
Tax  Association.  • 

Blrtlj,  ■  town  in  Marquette  co., 
Manitoba  on  the  Birtle  river  and  the 
Northwestern  branch  of  the  Canadian 
Pacific  railway.  It  is  in  a  fine  agricul- 
tural and  ranching  region.    The  town 

^'H'.  progressive  in  its  buildings  and 
publlcimprovements.    Population,  500. 

Buumiort,  a  town  in  the  province 
of  Alberta,  on  the  Old  Man  River  and 
on  the  Canadian  Pacific  railway.  Poou- 
lation,  75a  '       ^ 

ivJ?^::^  J««  (186a.       ).  an  au- 
tnor,  whose  maiden  name  was  Jean 
McKishney,  bom  at  Scotia,  Ontarw, 
and  educated  at  St.  Thomas  Collegiate 
institute.    Her  success  in  literature  be- 
gan with  the  publication  of  Cabinet 
WrftW«  a  series  of  pen  pictures  which 
appeared   in   various   magazines    and 
newspapers.      These     sketches     were 
unique  and  attracted  wide  attention.  At 
seventeen  she  wrote  Out  of  the  Depths 
a  book  of  some  merit,  but  inferior  to 
her  later  works.     She  is  perhaps  best 
knowi.  by  her  poems,  which  have  led 
to  her  being  called  the  sweetest  of  Can- 
ada s  poets.    These  were  collected  and 
published  by  the  Lippincotts  of  Phila- 
delpl'.a. 

&>iMevain  (bwasevant),  a  town 
m  Brandon  co.,  Manitoba,  on  the  Na- 
pinka  branch  of  the  Canadian  Pacific 
railway,  182  mi.  from  Winnipeg.  It  is 
m  a  fine  wheat-growing  district,  and 
has  seven  large  grain  elevators  with  a 
capacity  of  375,000  bushels.  Popula- 
tion, 1,000. 

c-^l5^,Jf«5«'*«'«  WiUiam.  Hon. 
Sir  K.C.M.G..  B.A..  M.D.  (1847-  ), 
a  Canadian  physician  and  statesman,' 
bom  at  Comwallis,  Nova  Scotia,  and 
educated  at  King's  College,  Windsor. 
■1»> 


Bowell 

'  M*'  ^u°"  M«*«»l  School.  Boston, 
Mass.     He  began  practicing  medicine 
at  Canning,  Nova  Scotia,  where  he  was 
also  agent  for  the   Halifax  Banking 
Company.    He  was  first  elected  to  thi 
House  of  Commons  in  1874,  and  has 
represented  his  constituency  most  of  the 
time  smce.    In  1896  he  was  sworn  in 
as  a  member  of  the  privy  council  and 
appointed  minister  of  militia  in  the  Uu- 
rier  administration.    In  1869  he  was  an- 
ointed assistant  surgeon  of  the  68th 
Battery,  and  in  connection  with  the  mil- 
«    itary  service  received  several  promo- 
tions; in  August,  1901,  he  was  appoint- 
ed honorable  colonei  of  the  army  med- 
ical '•x)n>s.    Dr.  Borden  is  a  member  of 
a  number  of  distinguished  orders  and 
traternities. 
Bow'eU,  MackcMie,  Hon.   (1823- 
;,  a  Canadian  statesman,  bom  at 
R^^inghall,  Suffolk  CO.,  England.    He 
came  to  Canada  when  nine  years  of 
♦IF*'  Tu  *^,*'''=^,^"  f"tered  the  office  of 
the  BeUeviUe  Intelligencer,  of  which 
journal  he  later  became  the  editor  and 
proprietor.    Through  unusual  diligence 
he  acquired  an  education  while  learn- 
ing the  printer's  trade.     Mr.  Bowell 
wrly  became  interested  in  politics,  and 
through  his  editorials  the  Intelligencer 
exerted  a  wide  influence.    In  iL/8  he 
entc'ed  the  cabinet  of  Sir  John  A.  Mac- 
Lh    lid  's  minister  of  customs,  and  re- 
ined ;ii  government  positions  until 
i»90,  V I  "1  he  resigned  and  resumed 
his  dub^o  upon  the  Intelligencer.     In 
December,  1894,  he  became  premier  and 
took  tae  office  of  president  of  the  coun- 
cil.    He  resigned  in  April,  1896,  and 
was  leader  of  the  opposition  in  the  Sen- 
ate until  1906.    When  minister  of  trade 
and  commerce  he  went  to  Australia  in 
support  of  a  Pacific  cable.    Mr.  Bowell 
took  an  early  interest  in  the  militia,  and 
m  1857  assisted  in  raising  a  rifle  com- 
pany.    He  was  in  service  durine  the 
American  Civil  War  and  Fenian  trou- 
bles in  1866.    He  was  ensign,  then  cap- 
tain, major,  lieutenant  colonel  and  later 
was  given  the  rank  of  colonel.    He  has 
always  taken  an  active  interest  in  pub- 


Brampton 

lie  education,  and  has  served  as  chair- 
man of  the  board  of  trustees  and  gram- 
mar school  trustees  for  Belleville  and 
also  as  one  of  the  governors  of  Toronto 
Colir""^  and  on  the  Senate  of  Albert 

Bow'manviUe,  a  town  in  Durham 
CO.,  Ontarro,  located  on  Lake  Ontario 
and  the  Grand  Trunk  railway,  43  mi.  e. 
of  Toronto.  It  is  noted  for  its  produc- 
tion of  flour,  musical  instruments  and 
agricultural  machinery.  It  is  a  port  of 
entry.    Population,  2,731. 

Bow  River,  a  river  in  the  south  cen- 
tal part  of  Alberta,  which  flows 
through  the  national  park  at  Banff 
passes  through  the  city  of  Calgary  and 
drams  a  large  part  of  the  country.  Its 
waters  are  used  for  irrigation  purposes 
near  Calgary. 

^,^7'"^\^'l?*""  J°^'  Hon.,  K.C. 

UJJ07-        ),  a  barrister  and  legislator. 

A  ^*  Re^on.  New  Brunswkk,  and 
educated  at  Dalhousie  University,  Hali- 
f^"i7  *^»^**  ^^°^^'^  errand  master  of 
the  Free  Masons  for  British  Columbia 

i^Ti^^L  ^"1  *^'*=^*^  '°  ^^-  assembly 
ot  British  Columbia  in  1903  and  1907. 
In  the  latter  year  he  was  appointed  at- 
torney general  for  the  province  and 
commissioner  of  fisheries. 

Boyd.  John  Alewmder.  Hon.,  LL.D. 
U»37-  ),  a  judge  and  jurist,  bom 
in  loronto,  and  educated  at  Upper  Can- 
ada College  and  Toronto  University. 
He  began  the  practice  of  law  in  1861 
and  continued  until  he  was  appointed 
master  in  chancery.  I„  1872  he  won 
remarkable  distinction  as  a  plead.r  be- 
fore the  bar  and  was  made  queen's 
c^sel  by  the  Dominion  government  in 
»«sa  He  was  appointed  chancellor  of 
Ontario  in  1881  and  in  1887  became 
pr^ident  of  the  high  court  of  justice 

Bracebridge.  a  town  of  Ontario 
situated  on  a  branch  of  the  Muscotah 
nyer  and  the  Grand  Trunk  railway  i2«; 
mi  n.  of  Toronto.  Its  leading  iranu- 
factures  mciude  lumber,  flour,  woolens 
and  Imens.    Population,  1909,  3,000. 

"f*««P'ton.  the  county-seat  of  Peel 
CO.,  OnUrio,  Canada.    It  is  tecated  ai 


f 


Brandon 

mi.  w.  of  Toronto  at  the  junction  of 
the  Canadian  Pacific  and  Grand  Trunk 
railways.    Population  3,;w. 

.«    T'l*"!.'  *^^  ?=*P'^^'  o^  Brandon 
CO.,  Manitoba,  is  situated  on  the  Cana- 
dian Pacific  the  Canadian  Northern  and 
the  Great  Northern  railways,  133  mi.  w. 
of  Wmnipeg.    It  is  a  divisional  point 
of  the  Canadian  Pacific  railway  and  has 
extensive  railway  yr-rds.    The  chief  in- 
dustries include  flour  mills,  saw  mills 
a   brick  plant  and  establishments   for 
manufacturing  cement  blocks,  factories 
for  the  construction  of  sash  and  doors, 
tumiture,  farm  implements  and  build- 
ing materials.    The  city  is  also  one  of 
the  most  noted  horse  markets  in  the 

^^a\u  V^  '*'*  "^*  ^^  ^"  Indian  school 
and  the  home  of  the  Western  Agricul- 
tural and  Arts  Association,  and  there 
|s  a  government  experimental  farm  near 
by.  The  city  maintains  an  excellent 
system  of  public  schools  and  is  the  seat 
of  two  collegiate  institutions  and  a  Bap- 
tist college.  It  is  well  supplied  with 
cnurches  and  has  a  fine  Y.  M  C  A 
building,  also  a  hospital,  and  is  the  seat 
of  a  provincial  hospital  for  the  insane, 
copulation,  1909,  14,000. 

I  ®"'/*^^  °^  ^'■"*o'  Mills,  a  post  vil- 
ll^^'rZi  ^""^i^*' ''°-'  Q"<=*'«c,  situated  on 
the  Ottawa  River.  45  mi.  above  Ottawa. 
Population,  about  200. 

British  Columbia,  Industrial  Devel- 
opment of.  For  a  detailed  descrip- 
tion of  the  province  see  the  article  Bkit- 
iSH  Columbia,  Vol.  i. 

British  Columbia  has  boundless  re- 
sources of  great  variety,  but  because  of 
the  wide  extent  of  the  province,  the 
mountainous  character  of  much  of  its 
area,  and  its  -parse  population,  the  de- 
velopment of  these  resources  has  as  yet 
scarcely  begun. 

Agriculture.  The  valleys  along  the 
streams,  the  lowlands  in  the  lake  ba- 
sins, and  occasionally  along  the  coast, 
are  admirably  fitted  for  agriculture, 
dairying,  fruit  growing  and  poultry 
farming.  The  climate  is  especially  fa- 
vorable to  the  production  of  all  varie- 
ties of  fruit  that  can  be  grown  in  the 


British  Columbia 

temperate  regions,  and  the  quality  pro- 
duced  IS  of  the  best.  In  igo8  the  total 
value  of  fruit  grown  in  the  province 
was  $1,500,000.  Apples,  prunes,  plums, 
peaches  and  small  fruits  have  all  re- 
ceived careful  attention.  The  growine 
of  flowers  and  bulbs  is  also  becomini 
an  important  industry. 

Mining     Mining  is  the  chief  indus- 
try of  British  Columbia.     The  prov- 
ince  contains  deposits  of  coal,  silver, 
lead,  copper  and  coal  of  unknown  value, 
ihe  coal  mines  which  have  been  the 
most  extensively  worked  are  on  Van- 
couver Island,  but  other  large  veins  are 
knovyn  to  exist  in  various  parts  of  the 
province     The  total  value  of  the  min- 
eral production  for  1908  was  estimated 
^ofPi^I:l^t  ^V''''  fS,973,Sao  were 
f^i  «?L^'^'5°°  "  ^•='"'  $5,792,820  lead, 
and  $5,950,000  coal. 

Fisheries.     The  fisheries  alone  the 
coast   and    the   streams   are  of   great 
value,  since  British  Columbia  contains 
some  of  the  most  valuable  salmon  fish- 
eries in  the  world.    Salmon  and  halibut 
are  taken  in  large  quantities.  The  value 
of  the  catch  for  1908  was  $15,000,000. 
Manufactures.    The  province  con- 
tains extensive  forest  areas,  and  lum- 
oering  is  an  important  industry.     The 
iJouglas  fir  is  found  in  nearly  all  of 
these  forests  and  is  the  most  valuable 
timber  tree     The  products  of  the  mills 
are  shipped  to  the  provinces  east  of 
British    Columbia,   and   southward   bv 
water  to  ports  of  the  Pacific  states  of 
the  United  States.    The  lumber  output 
for    1908   was   valued   at  $22,000,(^0. 
utnen  manufactures  are  connected  with 
supp  ying  material  for  mines  and  for  the 
people  of  the  province.    The  total  value 
of  the  manufactures  for  1908  was  $27  - 
000,000.  •*' 

Transportation  and  Commerce. 
The  settled  part  of  British  Columbia  is 
well  provided  with  railway  transporta- 
tion through  the  Canadian  Pacific  sys- 
tern  and  its  cross  lines  and  spurs  of  the 
C.reat  Northern  system  which  enter  the 
province  from  the  United  States.  The 
northern  half  of  the  province  is  as  vet 
•17— 


British  Empire  Leagtie 

without  transportation  facilities,  but  the 
completion  of  the  Gra'id  Trunk  Pacific 
railway,  now  under  construction  (See 
Grand  Trunk  Pacific  Railway)  will 
open  an  extensive  and  valuable  regbn ; 
while  the  extensicMi  of  the  Canadian 
Northern  railway  to  the  coast  will  pro- 
duce a  like  effect  upon  another  portion 
of  the  province  in  the  near  future.  Com- 
mercial relations  are  sustained  with  the 
eastern  provinces  of  the  Domink>n  and 
the  norUiwestem  states  of  the  United 
States,  especially  Washington,  Oregon 
and  California.  Some  trade  is  also  car- 
ried on  between  British  Columbia  and 
Alaska. 

British  Empire  League,  an  associa- 
tion formed  in  1895,  the  purpose  of 
which  was  to  call  conferences  to  deal 
with  questions  promoting  trade  between 
the  colonies,  India  and  the  United 
Kingdom ;  to  settle  questions  relative  to 
the  naval  and  military  forces  of  the  em- 
pire, and  such  other  questions  as  may 
arise  in  bankruptcy,  copyrights  and  pat- 
ents. 

Broadview,  a  town  of  Saskatche- 
wan, situated  on  the  Canadian  Pacific 
railway,  132  mi.  w.  of  Brandon.  It  is 
a  divisional  point  on  the  railway  and 
has  a  beautiful  location  at  the  head  of 
Weed  Lake.  Nearby  is  a  reservation  of 
the  Cree  Indians.  Populaticm  in  1909, 
650. 

Brodeur,  Louis  Philippe,  bro  dure', 
Hon.,  LL.D.,  P.C-  (1862-  ),  a  Ca- 
nadian barrister  and  statesman,  bom  at 
Beloeil,  Quebec,  educated  at  the  College 
of  Saint  Hyacinthe  and  Laval  Univer- 
sity, from  which  he  received  the  degree 
of  LL.D.  in  1904.  He  began  the  prac- 
tice of  law  in  1884.  In  1891  he  was 
elected  to  the  House  of  Conmions  and 
was  returned  at  each  successive  elec- 
tion, including  that  of  1908.  In  1896 
he  was  appointed  deputy  speaker  of  the 
House  of  Commons  and  chairman  of 
committees.  In  1901  he  was  elected 
speaker  of  the  House,  and  in  1904  was 
appointed  minister  of  inland  revenue  in 
toe  Laurier  cabinet.    Mr.  Brodeur  has 


Bruchesi 

secured  the  passage  of  important  laws 
affecting  the  commerce  and  industr^s 
of  Canada.  Among  these  was  the  law 
against  the  tobacco  trust,  which  called 
forth  very  favorable  comment  not  only 
from  the  Canadian  press,  but  also  from 
that  of  the  United  States.  He  has  wi^t- 
ten  much  for  the  press  and  in  1907  was 
appointed  with  Hon.  W.  S.  Fielding, 
by  the  king,  to  negotiate  the  first  treaty 
which  has  ever  been  negotiated  by  Can- 
ada or  any  other  of  the  British  colonies, 
namely  the  Franco-Canadian  treaty. 

Brown,  George,  Hon.  (1821-1880), 
bom  in  Edinburgh,  Scotland.  He  went 
to  New  York  in  1838  and  to  Toronto 
in  1843.  He  was  inst: '-.mental  in  the 
starting  of  The  Globe,  and  during  his 
life  never  severed  his  connection.  He 
made  it  a  powerful  factor  in  the  life  of 
Canada.  Mr.  Brown  was  elected  to 
Parliament  in  1851  and  continued  there 
until  1861.  He  was  one  of  the  "Fathers 
of  the  Confederation." 

Brown,  Robert,  (1773- 1858),  a  very 
noted  Scottish  botanist.  He  published 
in  1810  Prodromus  Florae  Noval  Hol- 
landra'e,  and  in  1866-18^  Brown's 
Miscellaneous  Botanical  Works  in  2 
volumes.  He  was  made  librarian  to  Jo- 
seph Banks  in  1810.  In  1827  he  be- 
queathed to  the  British  Museum  the  li- 
brary given  to  him  in  1823  by  Sir  Jo- 
seph Banks.  He  was  awarded  the  Cop- 
ley medal  of  the  Ro^  Society  and  was 
pensioned  i20O  by  Sir  Robert  Peel. 

Bruchesi,  Louis  Paul  Napoleon, 
broo  Ve'  se,  The  Most  Rev.,  D.D. 
(1S55  )i  a  Roman  Catholic  arch- 
bishop of  Montreal,  bora  in  Montreal 
and  educated  at  St.  Sulpice  College  in 
that  city,  and  in  Paris  and  Rome,  where 
he  was  ordained  priest  in  1878.  Upon 
his  retum  to  Canada  he  was  appointed 
to  a  chair  in  Laval  University.  In  1887 
he  was  appointed  canon  of  the  Cathe- 
dral of  Montreal  and  in  the  same  year 
professor  of  Christian  apobgetics  at 
Laval.  He  prepared  the  educational 
exhibits  of  his  native  province  for  the 
World's  Fair  in  Chicago,  and  was  for 


—18— 


Bucke 

^u*  y«a«  chairman  of  the  Catholic 
School  board  of  Montreal.    He  w^n! 

rifw^  ?^'^^-  •***'^««'  m!d. 

wold    En^Ln''  ^'!.""'L'  "^^  **  Meth- 
woid,   iingland,  and  educated  at  the 

London  (Ont.)  grammar  school?  Mc! 
Pa  i,  i^i!"'*^  ^^  ^*  London  and 
he  w;„t  Jf  r  °.r''^*.'"8r  his  education 
majlH  /°  California,  where  he  re- 
S  ?h.  "^  '??"'  *  ""='  then  entered 
K»  nPf*'*'"  ?^  ^''  profession  at 
isarnia,  Ontario.    In  1876  he  wa«  an. 

a^Sm  f^rt"'  3uperint7ndent"of    h^ 

fh^  HJ  •  *''*=  '""*"«  **  Hamilton,  and 

he  following  year  was  transferred  '7a 

similar  position  in  London.    He      «- 

hf  Ame^L°"*=  °^  ^'I!^  ''•8^'''=^*  authorities 
Ss«^«  %"P^"  *^  '"''J«t  °f  mental 
^loro/  ^af«r^  ar  las  also  wriH..n 
mny  valuable  papers  which  dSS" 
1^^^°'  "direcUy  with  the  subject  of 
mental  evolution. 

Budringham,  a  town  of  Labelle  co 
Quebec,  IS  situated  on  the  Riviere  3u 
Lievre  near  its  confluence  with  the  Ot- 
tawa, ao  mi.  „.  e.  of  Ottawa  and  on  the 
Canadian  Pacific  railway.    The  leading 

ISreoToLn'""'^"."^'  *h^  -^"S 
;^H  ?u  P''°^Phorus  and  other  chemicals, 
and  the  mining  of  graphite,  phosphate 
clnlT*'-'^^'"^  exist  in  quantities  in 
close  proximity  to  the  town.  Popula- 
tJon,  1909,  5400.  ^ 

iJi  '•  I  ?  •  ^J^59-  ).  a  merchant 
and  legislator,  bom  at  Gagetown.  New 
iT'T^,'  f  d  educated  It  thTgJaS! 
mar  sch«,l  of  Gagetown  and  University 
of  New  Brunswick.  He  removed  to  the 
territory  of  Alberta,  where  in  isS  he 
was  an  unsuccessful  vtndidate  Xthe 

elected  however,  to  the  assembly  in  the 
general  election  of  1894,  and  in  1897  he 
became  a  member  of  the  Haultain^Ross 
executive  council.  He  was  Yukon  com- 
missw^er  for  the  territorial  government 
m  1898.  and  m  1899  was  appointed  com- 
missioner of  agriculture  and  territorial 
secretary.    In  1903  he  relinquished  the 


Cameron 


— 1»- 


portfolio   of  agriculture   and   became 

commissioner  oTAlberta,  when  thif^S! 

ritory  was  organized  into  a  province. 
Bur'warii.  Nathaniel.  Rev.   (1839- 
.;,  an  eminent  Canadian  scholar 
p^sident  of  Victoria  University  S 

1887-  He  has  been  one  of  the  leaders 
In  ^"yP'^™^""*. educational  reform 
m  Ontano  during  his  day.  Before  be- 
coming president  of  Victoria  UniversUy 
JfJ"  P'^/essor  of  natural  history  and 
geoogy.  Iri  1889,  as  president  of  the 
b^fn^r^A^'^'u^^'  instrumental  Tn 
bringing  about  the  confederation  of  the 

fHF  ''^*'"'^  ^/^.rfflrdj  and  a  Life  of 
t.yerton  Ryerson.  ' 

BAL'''?Tfr".*"o.^*«"d"'    Hon- 
a.A.L.,  LL.D.  (1868-        ).  an  attorl 
ney  and  ,egi,^,^  ^om  in  Oxford  ca 
2^^V°'  /"r'*  educated  in   the  public 
schools  of  Ingersoll,  Ontario,  and  the 

S^f^^l/'  ^'""'P^^  ^"d  Manitoba 
college.  He  was  principal  of  the 
Moosejaw  School  from  i^r  to  180! 

west'Tr'v  "■  -^  'f°°^'  ^°^the  North-' 
west  Territories  from   1894  to   1900 

sioner  of  education,  holding  that  posi- 
iZT^  »905.  He  was  elfcted  to^he 
fral  eS- "^^^  ^'^'"*''y  **  the  first  gen- 
fhf  I  A'°"'.*"'^  "P°"  *he  formation  of 
vJnrSw  """"*'^  ^""^  appointed  pro- 
eTucalr"''''  "^'  ^"----oner'of 

LL^D^'rT;^""';"  ^™*^'  i^-^^L.. 

L.i^.U.    (1845-        ),   a   politician   and 

sStTaTnd'^?'  '".i!!"^  ^1^'^°^'  Nova 
Smn'i  ^"leducated  in  the  public  and 
normal  schools  at  Truro  and  at  Dal- 
housie  University.  He  began  the  prac- 
tice of  law  in  1873 ;  was  mayor  of  New 

rJr^rZ  T  *^°  '.^""''  *"d  •"  1878  en- 
tered the  legislative  council  of  Nova 
bcotia.  but  resigned  the  same  year  to 

r^f  hT  !u'  ^'''^'""y-  He  was  agan 
called  to  the  council  and  also  to  the  ex- 

l«H  ""^  ^'^T""'  '"  '^'  becoming  the 
M?  L°  v-''*^  government.    He  resigned 
this  position  to  contest  for  a  seat  in 
the  House  of  Commons  as  a  Liberal 
and  m  1891  he  was  elected  and  reelected 


1     I 


CsflMfon 

in  1896  and  190a  In  1904  he  was  ap- 
pointed judge  of  the  supreme  court  of 
Nova  Scotia,  and  in  1896  was  sworn  in 
as  lieutenant  governor. 

Cam'eron,  John,  The  Rigiit  Rev. 
(1837-  ),  Roman  Catholic  bishop  of 
Antigonish,  bom  at  St.  Andrews,  Nova 
Scotia,  and  educated  in  the  Normal 
School  of  his  native  town  and  in  Rome. 
In  1854  he  was  appointed  professor  in 
St.  Francis  Xavier's  College,  where  he 
remained  for  nine  years,  during  which 
time  he  had  pastoral  charge  of  the  par- 
ish of  Antigonish.  In  1870  he  was  ap- 
pointed coadjutor  bishop  of  the  diocese, 
and  seven  years  later  became  bishop. 

Camp'bell,  Alfred  ( 1861-  ) ,  lyric 
and  dramatic  poet,  bom  at  Serlin,  Can- 
ada ;  educated  at  the  University  of  To- 
ronto. He  holds  a  position  with  the 
privy  council.  Amonj  his  publications 
are  Lake  Lyrics,  The  Dread  Voyage 
Poems,  Mordred  and  Hildebrand  Trag- 
edies, Beyond  the  Hills  of  Dream  Po- 
ems, and  Ian  of  the  Orcades. 

Camp'bell,  Colin  H.,  Hon.,  K.C.,  a 
barrister  and  legislator.  He  was  elected 
to  the  legislature  of  Manitoba  in  1899, 
utd  appointed  a  member  of  the  execu- 
tive council  without  portfolio  the  fol- 
lowing year.  Soon  after  he  accepted 
the  office  of  attomey  general  and  con- 
tinued that  office  in  the  Roblin  ministry. 

Camp'bell.  John,  Rev.,  LL.D.  (1840- 
),  an  educator,  born  in  Edinburgh, 
and  educated  at  Roxburgh  House  Pro- 
prietary School  and  by  private  tutors  on 
the  continent.  He  engaged  in  mercan- 
tile life  until  1861,  when  he  entered  To- 
ronto University,  and  while  completing 
the  course  studied  theology.  While  a 
student  he  established,  with  Robert 
Baldwin,  the  Y.  M.  C.  A.  of  Toronto.  In 
1868  he  became  minister  of  the  Charles 
Street  Presbyterian  church  of  Toronto. 
In  1873  he  was  appointed  to  the  posi- 
tion of  professor  of  church  history  and 
apologetics  in  the  Presbyterian  College 
'It  Montreal.  Mr.  0>nipbell  has  written 
extensively  for  American  and  foreign 
periodicals.  He  is  also  widely  known 
as  a  lecturer,  his  articles  having  attract- 


CampMUton 

ed  attention  in  the  United  States  and 
England,  and  also  upon  the  continent 
of  Europe.  His  chief  work  is  the  Hit- 
tites.  Their  Inscriptions  and  Their  His- 
tory, 

Camp'beU.  WilUam  Wilfred  (1861- 
),  a  poet,  born  at  Berlin,  Ontario, 
and  educated  at  the  University  of  To- 
ronto and  at  Cambridge,  Mass.  He  was 
ordained  for  the  Church  of  England 
ministry  in  1885  and  began  his  duties 
in  a  New  England  parish.  Three  years 
later  he  returned  to  Canada  and  became 
rector  of  St.  Stephen's,  Now  Bruns- 
wick. In  1891  he  retired  from  the 
Church  and  removed  to  Ottawa  and  se- 
cured a  position  in  the  civil  service. 
His  first  poems  appeared  in  a  village  pa- 
per; later  he  became  a  contributor  to 
the  Atlantic  Monthly,  the  Centwy  and 
Harper's  Magazine.  His  poems  on  the 
Lake  region  have  earned  for  him  the 
title  of  The  Poet  of  the  Lakes.  His 
first  volume  was  Lake  Lyrics  and  Other 
Poems.  Since  then  there  have  appeared 
The  Dread  Voyage,  Mordred  and  Hil- 
debrand. His  poem  entitled  The  Mother, 
which  appeared  in  Harper's  Magazine 
in  April,  1891,  is  said  to  have  received 
more  notice  than  any  single  poem  that 
ever  appeared  in  the  American  press. 

Campliellford,  a  post  town  and  out- 
port  of  Northumberland  co.,  Ontario, 
is  situated  on  the  Trent  river  and  the 
Grand  Trunk  railway,  20  mi.  n.  of 
Brighton.  It  has  extensive  water  power, 
which  is  used  in  the  developing  of  man- 
ufactures. The  chief  industries  include 
woolen  mills,  pulp  and  paper  mills,  flour 
mills,  saw  mills,  planmg  mills  and  a 
shoe  factory.  The  town  owns  its  elec- 
tric light  plant.  Campbellford  is  an 
important  shipping  center  and  exports 
hogs,  cattle  and  cheese.  Population  in 
1909,  estimated  at  3,000. 

Camp'bellton,  a  seaport  of  Resti- 
gouche  CO.,  New  Brunswick,  is  situated 
on  an  estuary  of  the  Restigouche  River, 
at  the  head  of  the  Bay  of  Chaleur  and 
on  the  Intercolonial  railway,  16  mi.  w. 
of  Dalhousie.  It  is  on  the  border  of 
an  extensive  forest  region  and  is  one 


—20— 


V 


CatnroM 
of  the  most  important  lumbering  points 
m  the  Dominion.    The  most  prominent 
pubhc  buildings  include  the  new  rail- 
way sUtion  and  a  hotel  recently  erect- 
ed.   Because  of  the  demand  for  its  lum- 
ber products,  the  town  is  rapidly  com- 
mg  into   prominence.     Population   in 
igop,  estimated  at  about  5,000. 
.  Cun'rose,  a  town  of  Alberta,  situ- 
ated   on    the    Wetoskiwin-Saskatoon 
branch  of  the  Canadian  Pacific  railway, 
about  40  mi.  e.  of  Wetoskiwin.    It  is  in 
the  midst  of  one  of  the  most  fertile  re- 
gions of  North  Alberta,  and  is  a  distrib- 
uting point  for  the  surrounding  coun- 
try.   It  has  a  large  and  growing  whole- 
sale business.    Other  leading  industries 
include  brickyards,  a  tannery  and  clock 
works.    The  tow    has  a  good  system 
of  schools,  including  a  high  school  and 
a  Scandinavian  Collie.     Population, 
1910,  1,500. 

Canadian  Clubs.  A  system  of  clubs 
IS  now  organized  in  Canada  in  all  the 
large  cities.  The  Canadian  Club  of  To- 
ronto is  perhaps  the  most  distinguished 
of  these,  being  one  of  the  oldest.  With- 
in the  last  ten  years  the  towns  and  cit- 
ies of  Western  Canada  have  organized 
clubs,  and  in  Winnipeg  the  membership 
is  very  large.  At  the  meetings  of  these 
clubs  addresses  are  given  by  distin- 
guished visitors  and  by  tocal  talent  on 
every  possible  subject  that  touches  the 
life  of  the  country.  Already  the  good 
effects  of  the  meetings  are  observed  in 
heightened  public  interest.  There  is  no 
institution  today  which  does  more  to 
develop  a  Canadian  spirit  and  to 
strengthen  the  bonds  of  empire  than  the 
Canadian  Club.  The  clubs  from  coast 
to  coast  have  recently  been  very  promi- 
nent in  the  movement  to  purchase  and 
beautify  the  Plains  of  Abraham  at  Que- 
bec.   See  Quebec  Ter-Centenarv. 

Canada,  Industrial  Development  of. 
A  general  description  of  the  Dominion 
is  given  in  the  article  Canada  in  Vol- 
ume I,  and  each  of  the  respective  prov- 
inces is  described  under  its  proper  title. 
The  purpose  of  the  present  article  is  to 
deal  with  the  remarkable  industrial  de- 


Canada 
vetepment  that  is  now  taking  place,  es- 
pecially in  Western  Canada.    The  first 
great  step  leading  to  this  development 
was  the  organization  of  the  Confedera- 
tion in  1867  (See  Canadian  Constitu- 
tion) ;  the  second  was  the  organization 
of  Manitoba  into  a  province  and  her 
admission  into  the  Dominion,  and  the 
third  the  'jompletion  of  the  main  line 
of  the  Canadian  Pacific  railway,  plac- 
ing the  vast  legion  known  as  Western 
Canada    in    communication    with    the 
older  provinces,  and  through  them  with 
the  markets  of  the  world.    The  comple- 
tion of  this  railway  was  folbwed  by  the 
admission  of  British  Columbia  into  the 
Dominion  in  1881.    The  region  between 
Manitoba  and  British  Columbia  was  or- 
ganized into  the  provinces  of  Alberta 
and  Saskatchewan  in  1905,  and  these 
provinces  were  also  made  members  of 
the  Confederatici.    The  rapid  devetop- 
ment  of  so  vast  a  territory,  and  the 
placing  of  it  under  organized  self-gov- 
ernment presupposes  settlement  and  the 
development  of  natural  resources.    This 
devel(^ment  has  proceeded  along  three 
important    lines— agricuhure,    mining 
and  railway  construction. 

The  older  provinces  have  also  contin- 
ued to  advance  afong  all  lines  of  in- 
dustrial, social  and  educational  inter- 
ests. 

Agriculture.  The  most  remarkable 
development  in  agriculture  has  been  in 
the  new  provinces  of  Manitoba,  Sas- 
katchewan and  Alberta,  though  Ontario 
has  also  advanced  at  a  rapid  pace.  Man- 
itoba, Saskatchewan  and  Alberta  pos- 
sess a  soil  of  almost  inexhaustible  fer- 
tility, and  climatic  conditions  well  suit- 
ed to  growing  grain,  live  stock  and,  in 
some  localities,  fruit  and  vegetables. 
Dairying  is  also  profitable  in  these  prov- 
inces. Since  1900  the  immigration  to 
these  provinces  has  been  constant,  and 
in  increasing  numbers  each  successive 
year.  In  1901  there  were  9433  farms 
in  Alberta;  in  1906  the  number  had 
risen  to  30,286 ;  during  the  same  perid 
the  number  of  farms  in  Saskatchewan 
-eased  from  13,  ,»^  to  55.971.  and  in 


Manitoba  from  ^i,8i3  to  36,144.  Brit- 
ish Columbia,  while  not  so  distinctively 
agricultural  as  the  other  western  prov- 
inces, also  showed  a  marked  increase  in 
its  number  of  farms.  Quebec  and  the 
maritime  provinces,  while  holding  their 
own  in  agriculture,  have  given  their  at- 
tention more  fully  to  the  developmv^nt 
of  other  industries  and  consequently 
have  made  less  advancement  than  the 
other  provinces  along  agricultural  lines. 
The  chief  crops  in  each  province  for 
1908  are  shown  in  the  following  table : 


Canada 

mines  is  sold  in  the  Dominion;  the  re- 
mainder goes  to  the  United  Stotes.  The 
most  important  mineral  product  of 
Quebec  is  asbestos,  and  the  value  of  its 
average  output  exceeds  $a,5oo/X30  each 
year. 

Manitoba  and  Saskatchewan  have 
large  deposits  of  lignite,  and  also  some 
bituminous  coal,  but  there  are  no  exten- 
sive mines  in  operation  in  these  prov- 
inces. The  coal  industry  in  Alberta, 
however,  is  important,  and  in  1907  the 
total    output    of    the    Alberta    mines 


Pmnaci 

«'«risi:.»' 

Botheli  of 
Gate 

B«hjg^«f 

Buhelaof 
PotatoM 

Bo^U  of 

Alberta  

Manitoba  

8,130,000 

51,748,000 

323,000 

412,000 

35,940,000 

17,264,000 

387,000 

1,447,000 

25,451.000 

60,267,000 
5,505,000 
4,727,000 

29,763,000 

108,794,000 

6,124,000 

37,020,000 

4,543,000 

19,876,000 

88,000 

253,000 

1,944,000 

21,570.000 

148,000 

2,302,000 

3,142,000 
3,682,000 

11,792,000 
7,315,000 
2,042,000 

23,279,000 
7,669,000 

14,317,000 

163,000 

New  Bmnawiek  

221,000 

Nova  Scotia 

4,000 

Saikatebewan   

13,000 

Ontario    

Prince  Edward  Island 

i,205,6o6 

Quebec   

"  283,666 

Mining.  The  provinces  having  the 
most  extensive  mineral  deposits  are 
British  Columbia,  Alberta,  Ontario  and 
Nova  Scotia,  and  it  is  in  these  provinces 
that  mining  interestf  have  increased 
rapidly  since  1906.  The  mineral  output 
of  Ontario  has  been  greatly  increased 
by  the  discovery  of  the  silver  deposits 
around  Cobalt,  on  the  Montreal  river 
near  Lake  Temiskaming.  Extensive  de- 
posits of  iron  have  been  discovered  in 
New  Brunswick,  and  large  iron  mines 
in  Nova  Scotia  are  in  operation.  Hew- 
ever,  the  chief  mineral  production  of 
this  province  and  Cape  Breton  Island 
is  coal.     Most  of  the  output  of  these 


amounted  to  1,834,745  tons,  distributed 
as  follows :  Lignite,  639,335  tons ;  bitu- 
minous, 939. 295  tons  ;anthracite,256,ii5 
tons.  In  1909  this  output  was  material- 
ly increased.  Mining  is  the  chief  in- 
dustry of  British  Columbia ;  gold,  silver, 
lead,  copper  and  coal  are  the  important 
mineral  products.  The  total  value  of 
the  mineral  output  for  1908  was  esti- 
matea  at  $23,857,535.  Since  new  mines 
are  being  opened  each  year,  the  output 
for  1909  would  naturally  exceed  this 
amount.  The  following  tables  show  the 
value  of  the  yearly  products  of  the 
mines  of  the  Dominion  from  1900  to 
1908,  inclusive: 


METALLIC  MINERALS. 


1908 
1907 
1906 
1905 
1904 
1903 
1902 
1901 
1900 


Copgar 


$  8,413,876 
11,398,120 
10,720,474 
7,497,660 
5,306,635 
5,649,487 
4,611,383 
6,096,581 
3,065,922 


Gold 


i  9,842,106 
8,382,780 
11,502,120 
14,159,195 
16,462,517 
18,843,590 
21,336,667 
24.128,503 
27,908,153 


Lead 


$1,814,221 
2,542,086 
3,089,187 
2,676,632 
1,617,221 
768.562 
934.095 
2,249,387 
2,760,521 


INickal 


$8,231,538 
9,535,407 
8,948,834 
7,550,526 
4,219,153 
6,002,204 
5,025,903 
4,594,523 
3,327,707 


Pl«Inm 


$1,664,302 
1,982,307 
1,856,516 
1,032,116 
1,007,864 
707,838 
1,043,007 
1,212,113 
583,158 


Silvw 


$11,686,239 
8,348,659 
5,659,465 
3,614,883 
2,047,095 
1,709,642 
2,238,351 
3,265,354 
2,740,382 


—88— 


Canada 


IMS 
1007 
1906 
190S 
1904 
1903 
1902 
1901 
1900 


NON-METALLIC  MINERALS. 


Canada 


AabMtM 


♦2,873,335 
2,505,042 
2,036,428 
1,503,259 
1,226,352 

929,757 
1,148,319 
1,259,759 

784,431 


Brick 


♦3,499,435 
4,250,240 
4,102,590 
3,933,925 
2,983,200 
2,832,000 
2,593,000 
2,400,000 
2,275,000 


B1<1«.  S%oa»l    Ctanit 


♦1,800,000 
1,830,000 
1,830,000 
1,830,000 
1,930,000 
1,975,000 
1.900,000 
1 .650,000 
1,520,000 


♦3,709,954 
3,781,371 
8,170,859 
1,924,014 
1,338,239 
1,225,247 
1,127,550 
660,030 
662,910 


Cokl 


♦25,194,573 
24,881,842 
19,738,019 
17,520,263 
16,692,231 
15,942,833 
15,210,877 
12,699,243 
13,742,178 


♦575,707 
646,914 
643,294 
586,168 
873,474 
388,459 
359,277 
340,148 
259,009 


^nna    PttraiMB 


♦   747,102 

IfiOlfiSh 

761,760 

856,028 

935,895 

1,048,974 

981,190 

1.008,275 

1,151,007 


^.tM.^T'^"""^^.  The  manufacturine 
possibilities  of  Canada  are  among  the 
best  in  the  world.  Her  many  streams 
lumish  unhmited  water  power,  and  her 
stores  of  raw  m.nerial  are  boundless. 
These  advantages  are  already  perceived 
and  manufactories  are  being  established. 
The  census  of  1905  by  provinces  gives 
the  following  record : 


of  this  industry,  see  the  article  Fisher- 
lEs  in  this  volume. 

Transportation  and  Communica- 
tion. In  1910  Canada  had  over  23,000 
miles  of  railwaj  and  248,000  miles  of 

uu      '  ^"^^^  ^'''■  "av'gab'e  rivers  and 
lakes.    During  the  summer  the  head  of 

"f  \'P"°"  °"  *''*  St.  Lawrence  river  is 
at  Montreal,  where  there  are  extensive 


M-iNUPACTUBES. 


Pkctircu 


Canada    

Alberta  

British  Columbia 

Uanitoba , 

New  Brunswick   '. 
Nova  Seotia  .... 

Ontario   

Prince  Edward  Island 


No. 


15,796 
120 
459 
.•!54 
628 
9C9 

7,996 
285 


Capital 


Saakatchewan   on 


80 


♦846,585,023 

5,545,821 

53,022,033 

27,517,297 

26,792,698 

75,089,191 

397,484,705 

1,680,541 

255,479,662 

3,973,075 


Emploni 

392,530 
2,045 
23,748 
10,333 
19,426 
24,237 

189,370 
2,919 

119,008 
1,444 


SahrlMand 

♦165,100,011 

1,167,107 

11,413,315 

5,909,791 

6,581,411 

9,284,864 

82,415,520 

445,676 

47,160,452 

721,878 


^•"^n^f 


♦718,382,603 

8,116,782 

38,288,378 

28,158,732 

22,133,981 

32,574,323 

367,850,002 

1,851,816 

219,861,648 

g,820,172 


dev%mS?;No^TsSXarb  ?m'nSiJ^P':'V'T^•    Q^^bec  is  also  an 

and  thS  western  proTncfs'SeSriS  K?Wen^"d' anWe  St'l'^  "''^"^ 

British  Columbia.    The  Yukon  district  sv«i7m  «f  i^  ,  ^  S*'.  Lawrence 

also  has  contributed  since  the  Siscovery  T^u°L?R^^h  ^^'^'^-Spi^S  vessels 
of  gold  there  in  1896  over  $112,000,000 


of 


tc  the  gold  output  of  the  Dominion. 

Fisheries.  The  maritime  provinces 
and  British  Columbia  lead  in  taking  and 
curing  fish,  though  the  fisheries  of  Que- 
bec, of  Ontario  and  Manitoba  constitute 
a  valuable  industry  in  each  of  th'>se 
provinces.  The  annual  catch  for  the 
Doinimon  amounts  to  about  $26,000.- 
000.  The  chief  varieties  in  the  order  of 
importance  are  herring,  salmon,  cod  and 
lobsters.    For  a  more  detailed  account 


light  draft  can  pass  between  the 
Great  Lakes  and  the  Atlantic.  Halifax, 
at.  John,  Moncton,  Glace  Bay,  Yar- 
mouth, Truro  and  Newcastle  are  im- 
portant seaports  of  the  maritime  prov- 
inces, and  Vancouver  and  Victoria  are 
«ie  leading  ports  on  the  Pacific  coast. 
1  ley  will  soon  have  a  strong  rival  in 
Prince  Rupert  when  the  Grand  Trunk 
i^acific  railway  is  completed.  (See 
Prince  Rupert.) 

Three  great  transcontinental  systems 
—the     Canadian     Pacific,    Canadian 


I 


k 
4; 


Northern  and  Grand  Trunk  Pacific- 
will,  when  completed,  form  through 
lines  from  the  Atlantic  to  the  Pacific 
coast,  while  the  Grand  Trunk  system 
reaches  all  important  points  in  Quebec 
and  OnUrk).  These  great  systems  with 
th::*-  branches  and  cross  lines  form  a 
ne  woik  of  railways  which  touch  all  im- 
potiant  i>.-'r.:3  in  the  Domink>n,  and  ex- 
tensions are  oeing  continually  built. 

The  government  maintains  an  excel- 
lent postoffice  system,  and  there  are  31,- 
000  miles  of  telegraph  lines,  besides  nu- 
merous local  and  long-distance  tele- 
phone systems.  About  one-fourth  of 
the  telegraph  lines  are  owned  by  the 
government,  and  many  of  the  telephone 
svstems  are  under  the  direct  control  of 
the   provincial    government    in    which 


they  are  k>cated.    (See  Canals,  RAiiy 

WAYS,  CvNAOiAN  NoRTHEBN  RAILWAY, 

Canadian  Pacific  Railway,  Grand 
Trunk  Railway  and  Grand  Trunk 
Pacific  Railway.) 

Commerce.  The  commercial  growth 
of  Canada  has  been  commensurate  with 
that  of  her  other  industries.  Most  of 
her  exports  con.<?ist  of  raw  materials, 
minerals  and  farm  products.  Flour  con- 
stitutes the  largest  manufactured  ex- 
port. The  extent  of  the  Dominion's 
commerce  for  1907  and  1908  is  shown 
in  the  following  tables,  the  first  show- 
ing the  trade  between  Canada  and  Great 
Britain  and  her  colonies,  the  second  be- 
tween Canada  and  foreign  nations.  The 
total  trade  for  the  fiscal  year  ending 
March  31,  1910,  was  $677,142,189. 


TBADE  OF  CANADA  WITH  GREAT  BBITAIN  AND  HEB  COLONIES. 


CocRnun 


Great  Britain  

Bermnda  

Britiih  Africa 

Anstralia   

New  2!ealand 

British  East  Indies 

British  Guiana 

British  West  Indies 

Fiji  Islands 

Hong  Kong 

Newzonndland 

Other  British  Colonies. 


Totals. 


IMT 


Impart! 


$  83,229,256 


230,289 

252,375 

219,646 

3,982,279 

3,463,817 

4,825,861 

163,668 

164,734 

1,725,019 

4,634 


Braorti 


#134,469,420 

357,106 

1,487,424 

2,471,70ft 

873,067 

24,739 

527,462 

2,552,199 

54,141 

93,975 

3,055,655 

41,747 


$  98,261,578    ♦146,008,641 


lannrta 


$  94,959,471 

32,193 

440,543 

256,579 

4,050,098 

1,328,356 

7,666,703 

465,343 

861,547 

1,777,469 

2,593 


Kmsrti 


#134,484,156 

398,590 

2,011,382 

2,873,461 

993,442 

30,105 

607,350 

2,483,118 

137,625 

267,533 

3,408,518 

62,805 


#111,246,895    #147,748,085 


TBADE  OF  CANADA  BT  C0UNTBIE8.* 


Coon  tries 


Argentine  

AaBtria-Hungar7    

Belgium   

Brazil  

Central  American  States 

China 

Chile  

Cuba  

Denmark  

Dutch  East  Indies 

France   

French  West  Indie* 


1M7 


losorta 


1,974,162 

1,069,387 

2,291,356 

433,900 

118,523 

573,523 

179,390 

659,691 

33,804 

497,640 

8,647,614 

330 

—24— 


KxMTta 


2,430,277 

27,642 

2,447,357 

837,429 

100,602 

649,458 

331,685 

1,276,620 

127,432 

480 

1,991,225 

9,621 


laiNrti 


872,02J 

1,331,389 

2,380,649 

360,138 

84,916 

728,054 

117,806 

471,017 

39,960 

643,793 

9,901,909 


Taporta 


2,266,94a 

11,677 

3,377,479 

969,001 

85,457 

964,793 

274,008 

1,366,319 

222,676 

1,000 

1,806,732 

6,988 


CMiadian  Coutitution 


OfMM 


Canadian  Conatitutioa 


Holknd    

IMy  

Jkpaa   

Mexico 

Nonmy  Md  Sweden. 

Peru   

Porto  Bieo 

Poriugal  

Buteia  

Spain 

Bwiturlnnd  

United  Statee 

Other  Countries 


Totali 

Trade  with  Oreat  BriUia  and  Coloniea, 


toUla 


347,070 

1,829,070 

628,773 

1,978,581 

tMfiHO 

201,625 

31,464 

231,180 

168,889 

288,611 

1,032,292 

2,019,068 

208,721,601 

863,748 


#242,113,167 
98,261,578 


811 

1,000,658 

889,844 

673,712 

400,950 

344,425 

104,230 

580,577 

170,432 

292,899 

81,761 

29,643 

109,772,944 

687,838 


$126,197,468 
146,008,641 


Grand  Totala   |  $340,374,745  [  »272.206j06 

Trom  HeatoD  '•  Annual  Uandboolc  of  Canada,  1909  e^tion.   " 


415,217 

1,426,333 

781,497 

2,177,244 

919,932 

289,233 

51,432 

7,912 

147,256 

806,380 

1,126,977 

i,734,779 

210,652,828 

1,165,999 


$247,187,721 
111,246,895 


$358,428,616 


804 

855,085 

349,839 

741,108 

477,119 

294,270 

118,505 

543,714 

46,865 

425,068 

106,894 

17,664 

113,520,500 

1,034,304 

$132,258,821 

147,748,085 


$280,006,606 


Finance,  The  government  revenue 
for  the  fiscal  year  1908-1909  amounted 
to  $96,055417.  Of  this  amount  $58,- 
33^.074  was  from  duties  on  imports; 
$i5>i89.i83  from  excise  duties,  or  in- 
land revenue,  and  the  balance  from  the 
following  sources:  Public  lands,  in- 
terest on  investments,  public  works,  in- 
cluding railways  and  canals,  and  post- 
office.  The  chief  expenditures  are  for 
interest  on  the  public  debt,  sinking 
funds,  militia  and  defense,  public  works, 
postoffice  and  subsidies.  The  public 
debt  in  1908  amounted  to  $275,000,000. 
The  paid-up  capital  of  the  banks  in  1909 
was  $96,049,538,  and  the  bank  notes  in 
circulation  amounted  to  $68,153,994. 
The  bank  deposits  amounted  to  $560,- 
S03.775>  and  the  deposits  in  savings 
banks  to  $89,622457. 

For  a  detailed  description  of  the  chief 
industries  in  the  various  provinces,  see 
the  articles  referring  to  Alberta,  Brit- 
ish Columbia,  Manitoba,  New 
Brunswick,  Nova  Scotia,  Ontario, 
"-TNCE  Edward  Island,  Quebec  and 
1:.       ATCHEWAN  in  this  volume. 

Cwiadian  Constitution.  The  consti- 
tution of  the  Dominion  of  Canada  is 
the  outgrowth  of  many  attempts  to 
unite  the  British  colonies  in  North 
America.  The  constitutionsJ  act  of 
1791  divided  the  provinces  now  known 


as  Ontario  and  Quebec  and  appointed 
a  government  with  an  ex»cutive  coun- 
al  for  each,  allowing  them  a  legislative 
council  and  a  legislative  assembly,  the 
members  of  the  latter  being  elected  for 
a  period  of  four  years  and  requiring  a 
number  of  qualifications  for  e%ibility. 
Meantime,  the  maritime  provinces  had 
been  orgranized  on  a  similar  plan.    For 
the  next  half  century  upper  and  tower 
Canada  (Ontario  and  Quebec)  gradu- 
ally grew  apart  in  interest  and  institu- 
tions, upper  Canada  being  settled  al- 
most  entirely   by   English   and   lower 
Canada  having  a  large  French  popula- 
tion which  adhered  tenaciously  to  the 
old  French  laws  and  to  their  language. 
The  friction  between  these  provinces 
caused  friction  with  the  home  govern- 
ment  and   affairs    continued  to  grow 
worse  until  in  1837  a  rebellion  broke 
out  m  which  both  provinces  took  active 
part  and  the  object  of  which  was  a 
more  popular  form  of  government.  The 
rebellion  was  suppressed  and  in  1841 
upper  and  lower  Canada  were  united 
under  one  government.    This  arrange- 
ment continued  until  1866,  when  the 
present  constitution,  known  as  the  Brit- 
ish North  America  Act,  was  prepared 
by  a  convention  of  delates  in  which 
all  of  the  Canadian  provinces  were  rep- 
resented.  This  act  was  approved  by  the 
-25— 


CaaadlcB  ComtitutkMi 

British  Parliament  and  under  it  the 
present  Dominion  was  organized.  The 
leaders  most  prominent  in  bringing 
about  this  Confederatbn,  as  the  union 
of  provinces  s  generally  known,  were 
Sir  Charles  Tupper,  Sir  John  A.  Mac- 
donald  and  Mr.  George  Brown  of  up- 
per Canada,  Sir  George  Cartier  of  low- 
er Canada  and  Sir  Leonard  Tilley  of 
New  Brunswick.  The  constitution  pro- 
vides for  the  general  government  and 
for  the  governments  of  the  various 
provinces  and  a  judiciary. 

Dominion  Government.  Dominion 
government  includes  executive,  legisla- 
tive and  judiciary  departments,  accord- 
ing to  the  followmg  arrangements : 

Executive.  The  executive  power  of 
the  Dominkin  of  Canada  is  vested  in 
the  British  sovereign,  who  is  represent- 
ed by  a  governor-general  appointed  by 
the  crown  for  a  period  of  five  years. 
The  governor-general  has  a  privy  coun- 
cil consisting  of  ministers  of  the  follow- 
ing departments : 

( I )    The  govemor-generars  oftice. 

(a)  The  privy  council  office,  with 
charge  of  state  papers  and  records  of 
council. 

(3)  The  department  of  the  minister 
of  justice  and  attorney-general,  includ- 
ing the  management  of  penitentiaries. 

(4)  The  department  of  railways  and 
canals. 

(5)  The  department  of  the  minister 
of  public  works,  having  control  of  all 
public  works,  other  than  railways  and 
canals. 

(6)  The  department  of  the  minister 
of  the  interior,  including  (a)  Domin- 
ion lands;  (b)  geological  survey;  (c) 
Indian  affairs  and  inmigration. 

(7)  The  department  of  the  secretary 
of  state,  including  (a)  official  corre- 
spondence with  the  govemcr-general's 
office  and  with  the  lieutenant-governors 
of  the  proviii-es ;  (b)  the  printing  and 
publishing  of  the  official  Gazette;  (c) 
the  registration  of  all  public  legal  docu- 
ments; (d)  the  government  stationery 
and  king's  printer's  office. 

(8)  1  he  department  of  the  minister 


Canadian  Comtitutioii 

of  marine  and  fisheries,  including  con- 
struction and  maintenance  of  light- 
houses, river  police,  revenue  coast- 
guard ;  steamboat  inspection ;  protection 
of  fisheries  and  fish  culture. 

(y)  The  department  of  minister  of 
militia  and  defense,  including  militia, 
fortificatfons  and  military  schrols. 

(10)  The  department  of  the  minis- 
ter of  finance,  including  the  treasury 
f^ard,  government  savings  banks  and 
audit  office. 

(11)  The  department  of  minister  of 
customs. 

( 12)  The  department  of  minister  of 
mland  revenues,  including  collection  of 
the  excise ;  canal  and  timber  slide  tolls ; 
ferry  '  •  :s  and  the  carrying  out  of  the 
acts  rel  ng  to  the  inspection  of  food, 
gas,  weights  and  measures. 

(13)  The  depirtment  of  postmaster- 
general,  including  postoffice  savings 
banks  and  labor  bureau. 

(14)  The  department  of  the  minis- 
ter of  agriculture,  including  the  patent 
office,  census  and  statistical  office,  quar- 
antine and  experimental  farms  and 
dairy  interests. 

(15)  The  department  of  the  minis- 
ter of  trade  and  commerce. 

In  addition  to  these  there  is  a  depart- 
ment of  mounted  police,  administered 
by  the  president  of  the  privy  council. 
(See  Northwest  Mounted  Police.) 

The  High  Commissioner  for  Canada 
is  the  Dominion's  resident  representa- 
tive in  London. 

Legislative.  The  national  legislature 
consists  of  the  parliament  of  upper  and 
lower  houses.  The  upper  house  or  sen- 
ate is  patterned  after  the  English  House 
of  Lords.  The  members  are  nominated 
and  appointed  for  life;  each  member 
must  be  at  least  thirty  years  of  age  and 
possess  property  valued  at  four  thou- 
sand ddlars.  When  the  government 
was  organized  the  number  of  senators 
was  fixed  at  seventy-two,  but  this  num- 
ber has  been  increased  from  time  to 
time  as  new  provinces  have  been  "t- 
ted  to  the  confederation. 

The  lower  house  is  patterned  after 


-26— 


ONTARD 


'■  "^"^.■'>^^-^i./?T?i,.i;Jt"^L^^-c:°sJi  i-'k?i.-^  li^^.^.^^v.^.-- 


liANITOBA. 


/IMMr  '  »  K/m  .  ^it^    'Pilip^ 


^y 


m^'iill 


Dominion    Rank,   Winnipeg;     2.  yniv,r.ily  of   M.nitobn ;     J,    Interior  of   Flour   Mill:     4,   Wh«l   Field; 
5,    I.ivr   Slock:     6,    Finh    Hatchery;     7,   Farm  Scene 


jmWiLm^ 


1.    Wheat    Fit-Id;     2     Coal    \t;n#.  •      i     r\        ,..,,.  ' "il'l      - 


Stock : 
"nginc. 


BRITISH  CDUJMBIA 


'•  '^^■"•- ^' l^'^^.L^t'^:i.%^^n^;^i.- ^-^\I^i.t'!^!i^,:u^j^--  - ^ 


■tl 


quebf: 


n 


■•'"•'■  "t^^.^-;TS.EjnKBSi,^'tw&^a;Sl•'•."ss^^^^^^^ 


Nfy  imm/icK.N(w\  OTiA 


AND 


PRMZ  Eiy\RD  ISLAM) 


uauL, 


I.  Iron  Work.:    2,  Cod  Fi.hing;    3.  Milch  Cow.;    4,  Ocean  S 


Mramcr;    5.  Coal    Min,-:    6,   Jl.vhor. 


i 
i 


e  oi  fc,  L.—     »" 

OS—  S*  *  c 
«<<(/.  4  =  2 


Si  u  r  CO  * 


e  >  p  £ 
'Uaofc- 
o  4,  u 


rt  c  «jj  tj  t-  4) 
U3<BCOK 


0)  a)  oj^ji  4)  u 


cM  .|S  •■•=§  :^'» 

TC  CjStt  l  fli  z  — 

i  *G'5— *—  «•■  HOC 


3 


Canadian  Constitution 
the  United  States  house  of  representa- 
tives, the  members  being  chosen  at  pop- 
ular election.    In  determining  the  ratio 
of  representatives  for  the  lower  house, 
guebec  was  taken  as  a  type  and  as- 
signed sixty-five  members.    This  gave 
a  ratio  of  one  representative  to  every 
20,115   people  and  provided  a  lower 
house  of  two  hundred  and  fifteen  mem- 
Ders.    With  the  increase  in  population, 
this  number  has  also  been  increased. 
1  he  parliament  has  powe-  to  legislate 
on  all  matters  not  assigned  to  the  prov- 
inces and  not  directly  reserved  to  the 
imperial  Parliament.    The  duration  of 
the  parliament  is  subject  to  the  power 
of  the  Crown  The  governor-general  can 
disjToIve   parliament    whenever   in    his 
judj  men!  this  should  be  done,  but  there 
must  be  at  least  one  session  of  oarlia- 
ment  each  year.    The  general  franchise 
tor  th    Dominion  is  based  upon  three 
conditions,  income,  occupation  or  own- 
ership.   The  ownership  or  occupation 
of  premises  valued  at  $300  in  cities. 
$200  m  towns  and  $150  in  other  places 
gives  one  the  right  to  vote,  providing 
this  ownership  has  been  for  one  year 
An  income  of  $300  per  year  or  an  annu- 
ity of  ?ioo  per  year  with  residence  of 
one  year  also  confers  the  right  of  fran- 
chise upon  the  citizen. 

In  the  Union  Act  of  1867  twenty-nine 
classes  of  subjects  are  enumerated  as 
coming  withm  the  power  of  the  Domin- 
ion, but  this  does  not  restrict  the  power 
to  make  laws  for  peace,  order  and 
good  government  of  Canada  in  relation 
to  all  matters  not  coming  within  the 
classes  of  subjects  assigned  exclusively 
to  the  legislatures  of  the  provinces  " 

The  powers  of  the  Dominion  regu- 
late: (I)  public  debt  and  property  (2) 
trade  and  commerce;  (3)  indirect  taxa- 
tion; (4)  borrowing  on  public  credit: 
i^J  t'^t.Postal  service;  (6)  the  census 
*"^  ^t^t'stics;  (7)  militia  and  defense: 
{»)  lighthouse  and  coast  service-  (o) 
navigation  and  shipping;  (10)  quaran- 
tine; (11)  fisheries;  (12)  currency  and 
banking;  (13)  weights  and  measures; 
(14)  bankruptcy  and  insolvency  •  (15) 


Canadiu  Constitution 


naturalization;  (16)  marriage  and  di- 
vorce; (17)  penitentiaries;  (18)  crim- 
inal law,  including  procedure  in  crimi- 
nal cases. 

Judiciary.  The  judiciary  department 
consists  of  the  supreme  court  at  Ot- 
tawa, which  has  appellate,  civil  and 
criminal  jurisdiction  throughout  the 
Dominion,  and  exchequer  court,  with 
powers  of  admiralty.  There  are  no  in- 
ferior federal  courts.  The  provincial 
courts  comprise  supreme  courts  and 
county  courts,  the  judges  of  both  be- 
ing appointed  by  the  governor-gen- 
eral of  the  Dominion.  This  makes  the 
judiciary  system  national  as  well  as  lo- 
cal throughout  the  provinces. 

Provincial  Governments.  The  gov- 
ernment of  each  province  is  organized 
on  a  plan  similar  to  that  for  the  Domin- 
ion.   T' •:  executive  power  is  vested  in 
a  lieutenant-governor  of  the  province 
who  IS  appointed  by  the  govemor-gen- 
*™'-    The  lieutenant-governor  is  assist- 
ed by  an  executive  council.    The  chief 
of   this   council— the   premier— is    the 
leader  of  the  prevailing  party  in  the  leg- 
islature, and  his  colleagues  are  chosen 
by  him  and  their  appointment  made  by 
the  lieutenant-governor.     The  council 
has  continuance  during  the  time  it  re- 
tains the  confidence  and  respect  of  the 
legislature.      The     lieutenant-governor 
must  give  his  assent  to  all  laws  before 
they  become  valid,  but  the  power  of 
veto  IS  reserved  to  the  governor-gen- 
eral.   The  legislative  power  of  the  pro- 
vin.nal  governments  is  vested  in  a  legis- 
lative assembly,  consisting  of  members 
chosen  from  their  respective  distn-ts  at 
popular  election   and  apportioned  ac- 
cording to  population.  This  plan  is  gen- 
eral for  all  the  provinces,  but  the  mat- 
ter of  apportionments  and  local  elec- 
trons is  left  largely  to  each  province, 
the  judiciary  system  has  already  been 
explained  in  connection  with  the  nation- 
al judiciary. 

Governors-General. 

The  Right  Hon.  Viscount  Monde.  K. 
C,  M.G.,  1867-1869. 
■87— 


il 


Canadian  Northern  Railway 

The  Right  Hon.  Lord  Lisgar,  G.C.M. 
G.,  1869-1872. 

The  Right  Hon.  Earl  of  Dufferin,  K. 
P.,  K.CB.,  C.C.M.G.,  1872-1878. 

The  Right  Hon.  Marquis  of  Lome, 
K.T.,  G.Cik.G.,  P.C.  1878-1883. 

The  Most  Hon.  Marqui.e  of  Lans- 
downe,  G.C.M.G.,  1883-1888. 

The  Right  Hon,  lx)rd  Stanley,  G.C. 


B.,  1888-1893 

-  Right  Hoi 

K.T.,  G.CM.G.,  1893-1898 


The  Rj^t  Hon.  Earl  of  Aberdeen. 


The  Right  Hon.  Earl  of  Minto,  G.C 
M.G.,  1898- 1904. 

The  Right  Hon.  Earl  Grey,  G.C.M. 
G.,  1904- 

Canadian  Northern  Railway.  The, 
a  trunk  line  of  railway  projected  to  ex- 
tend from  the  Atlantic  to  the  Pacific 
coast  through  Canada.    The  section  of 
the  main  line  between  Winnipeg  and 
Edmonton  has  been  completed.    Partial 
sections  of  the  line  east  of  this  have 
been  constructed  and  other  lines  have 
been  planned  so  that,  all  told,  the  sys- 
tem when  completed  will  have  a  total 
mileage  of  about  5,000  miles.    In  the 
Northwest  provinces  this  line  extends 
north  of  the  Canadian  Pacific  and  the 
Grand     Trunk     Pacific     and     passes 
through   a   fertile   section   of  country 
which    before    its    construction    was 
practically  inaccessible.    The  Canadian 
Northern     Railway     Company    offers 
every  encouragement  to  the  settler  and 
the  investor.     In  consequence  of  this, 
towns  are  rapidly  springing  up  along 
the  line  of  the  road,  and  the  land  is 
being  opened  to  tillage.     Large  quan- 
tities of  wheat  are  already  raised  in  the 
district  through  which  it  passes. 

Canadian  Pacific  Railway,  The,  a 
transcontinental  line  of  railway  whose 
main  line  extends  from  Montreal  to 
Vancouver,  British  Columbia.  In  addi- 
tion to  the  main  line  there  is  a  line  ex- 
tending from  Montreal  to  Toronto  and 
Detroit,  and  another,  known  as  the  Du- 
luth.  South  Shore  &  Atlantic,  extending 
atone  the  south  shore  of  Lake  Superior ; 
another,  known  as  the  Minneapolis  & 
Sault   Ste.   Marie   railway,   extending 


Canalt 

from  Minneapolis  to  the  Soo,  and  a 
fourth,  known  as  the  Minneapolis  & 
Spokane  railway,  extending  from  Mm-  . 
neapolis  in  a  northwesterly  directton  to  '- 
beyond  the  main  line  in  Moosejaw,  Sas- 
katchewan. The  entire  mileage  of  the 
system  exceeds  10,200  miles. 

In  addition  to  its  own  lines,  the  Cana- 
dian Pacific  has  leased  or  obtained  traf- 1 
fie  rights  over  others,  so  that  it  now  has 
direct  connection  with  Boston  and  sev- 
eral Atlantic  ports  in  Nova  Scotia  anJ 
New  Brunswick.  It  further  has  direct 
steamship  connection  from  its  Atlantic 
and  Pacific  ports  with  the  most  impor- 
tant seaports  of  Europe  and  the  Orient. 
The  western  division  of  this  road  passes 
through  a  region  of  remarkable  scenery 
:n  the  Selkirk  and  Cascade  Mountains. 
For  this  reason  it  is  a  favorite  route  of 
travel  for  those  in  Canada  and  the 
United  States  who  are  going  to  the  Pa- 
cific Coast,  and  the  western  division 
carries  a  large  number  of  passengers 
during  the  tourist  season. 

The  Canadian   Pacific   railway  was 
projected  and  constructed  in  accord- 
ance with  the  terms  by  which  British 
Columbia   consented   to   its  admission 
into   the    Dominion    government,   and 
during  its  construction  received  govern- 
ment aid.     It  has  been  a  very  impor- 
tant factor  in  settling  the  Northwest 
provinces,  since  it  has  not  only  provided 
excellent  transportation    facilities,   but 
also  offered  the  most   liberal   induce- 
ments to  immigrants  to  settle  in  the  fer- 
tle  regions  along  this  portion  of  its  line. 
Canals.    The  Dominion  is  rapidly 
improving  its  system  of  inland  water- 
ways  by    the    construction   of   canals 
around  rapids  in  navigable  streams,  and 
by  connecting  lakes  and  rivers  so  as  to 
shorten  the  distance  between  points  on 
the  Great  Lakes  and  Montreal.    In  the 
general  article  Canals,  in  Vol.  I,  this 
work  is  referred  to  briefly.     (See  also 
Sault  Ste.  Marie  Canal,  Vol.  IV., 
RiDEAu  Canal,  Vol.  FV.,  and  Welland 
Canal,  Vol.   V.     In  additton  to  the 
canals  now  in  use.  there  is  a  proj- 
ect   to   construct    a    ship    canal    be- 


^\ 


GROUP  OF  GOVERNORS-GENERAL 


A   GROUP   OF  PREMIERS 


I 


Canon 
tween  Ltke  Erie  and  Lake  Ontario, 
which  will  really  be,  when  completed, 
a  new  Wclland  Canal  with  greater  ca- 
pacity    The  Uk  at  Sault  Ste.  Marie  is 
also  being  deepened  and  enlarged  so 
that  when  this  work  is  completed  it  will 
have  a  depth  of  ai  feet.  5  inches,  from 
the  sill,  and  a  width  of  500  ft.    The 
largest  canal  project  under  considera- 
tion is  known  as  the  Georgian  Bay  Ca- 
nal.    This  contemplates  the  ronstruc- 
tion  of  a  waterway  from  the  northeast- 
ern point  of  Georgian  Bay  to  the  Ot- 
tawa River,  and  then  down  that  river 
to  Montreal.    If  constructed,  it  will  con- 
stitute a  canal  sufficiently  large  to  carry 
ocean-going  ships,  and  will  require  the 
deepening  the  Ottawa  River  wherever 
necessary  to  enable  it  to  meet  the  re- 
quirements of  the  canal.     The  length 
of  the  canal  and  canalized  river  would 
be  about  400  miles.    The  estimated  cost 
of  the  work  is  $100,000,000.    If  com- 
pleted this  canal  would  save  a  distance 
of  282  1.  les  between  the  Straits  of 
Mackinaw  and  Montreal  by  the  way  of 
Lake  Huron,  Lake  Erie,  the  Welland 
Canal  and  Saint  Lawrence  River. 

Canora,  kano'rah,  a  town  in  the 
Mackenzie  district  of  the  province  of 
Saskatchewan,  on  the  Edn^  branch 

of  the  Canadian  NorthePi .         /.Pop- 
ulation, 500. 

Car'berry,  a  town  in  Macdonald  co., 
Manitoba,  located  on  the  Canadian  Pa- 
cific railway  and  the  Canadian  Northern 
railway,  106  mi.  w.  of  Winnipeg.  It 
has  three  churches,  twenty-five  stores, 
flour  mills,  banks  and  good  schools.  It 
was  formerly  the  home  of  Ernest 
Thompson-Seton,  and  many  of  the  inci- 
dents mentioned  in  his  books  occurred 
here.    Population,  1909,  1,200. 

Carle'ton  Place,  a  town  located  in 
the  province  of  Chitario,  Canada.  Its 
chief  industries  are  knitting  factories, 
planing  mills,  a  stove  foundry,  machine 
shops,  flour  mills  and  mica  works.  Pop- 
ulation in  1908,  4,500. 

darlyit',  a  town  in  the  province  of 
Saskatchewan,  on  the  Moose  River  and 


the  Canadian  Pacific  railway.    IVmula* 
tion,  400.  "^ 

Carlylt',  Florence,  an  artist  of  Ca- 
nadian birth.  Whtn  a  young  girl  she 
attracted  the  attention  of  the  Princess 
Louise,  and  this  led  to  her  being  sent 
to  Pans  in  1890.  where  she  prosecuted 
her  studies  at  the  Julian  Atelier.  She 
was  acknowledged  by  her  instructor  to 
be  his  most  prominent  pupil.  In  1893 
she  exhibitetl  in  the  Paris  salon  her 
picture  of  A  Dutch  Lady.  The  next 
year  two  of  her  pictures  were  exhibited. 
L  'n^7  ^'"^  ***  elected  an  associate  of 
the  Royal  Canadian  Academy  of  Art. 

Car'man,  a  town  in  Macdorald  co., 
Manitoba,  on  tiic  Boyne  River,  and  on 
^e  Canadiin  Northern  and  Canadian 
Pacific  railways,  58  mi.  s.  w.  of  Winni- 
peg. It  docs  a  thriving  business  in 
grain  and  flour  and  is  bcated  in  a  fine 
agricultural  region.  Population,  1900. 
1,600.  ^^ 

Car'man  Albert,  Rev.  D.D.  ,1833- 
),  a  celebrated  Methodist  divine, 
bom  in  Dundas  co.,  Ontario.  He  grad- 
uated from  Victoria  University  in  1854, 
and  for  the  next  three  >ears  was  prin- 
cipal of  the  Dundas  County  high  school, 
when  he  became  professor  of  mathe- 
matics in  the  Belleville  Seminary.  Mr. 
Carman  was  chosen  president  of  this 
Seminary  and  changed  it  to  Albert  Uni- 
versity. Later  on  he  was  ordained  a 
minister  of  the  Methodist  Episcopal 
Church,  and  in  1874  became  bishop  of 
this  church  in  Canada.  When  all  of 
the  Methodist  churches  in  Canada  were 
united.  Dr.  Carman  was  chosen  one  of 
the  two  general  superintendents  by  the 
General  Conference,  and  he  has  been  at 
the  head  of  the  Methodist  Church  in 
Canada  since  1882.  He  is  widely  known 
as  a  preacher  and  orator. 

Car'man,  Bliss  ( 1861-  ),  a  writer 
bom  in  Frederickton,  N.  B.,  April  15. 
He  was  a  student  at  the  University  of 
New  Brunswick.  Harvard  University 
and  University  of  Edinburgk  uid  be- 
came editor  of  the  New  Yorkhdepend- 
ent  in  1890.     He  has  written  both  in 


Camduir 
prose  Md  poetry  .nd  takei  rank  is  one 
of  the  leading  English-speaking  poets. 
Carn'duff,  a  town  in  Saskatchewan 

branch  of  the  Canadian  Pacific  railway. 
JS^mw^f  Winnipeg.    Population  e?- 

r.S?'"''i''^''  Bdouard.  kahron' 
\l^"^V  "  '«K''*'a»or,  bom  at  Stc. 
Louise   Quebec,  and  educated  at  .Saint 

t^u  V'^'-T-  ^'«  *"  «"»  e'wted 
to  the  legislature  of  Quebec  in  looa. 
and  reelected  in  1904  and  1908.  He 
was  appointed  member  of  the  cabinet 
without  portfolio  in  the  Pelletier  eov- 
ernment.  * 

♦h5S'°*'".*^*^. '*"*''«»''  »  »own  on 
the  Bay  of  Chaleur.  Gloucester  co..  New 

Brunswick.  Canada.    It  is  a  port  of  en- 
I'soT  *  ^°°*'  ^"^'-    PoP»'»«'on. 

^.Sr""^**'?*  ''^"«*«  I-  Hon. 
(1847-  ).  a  journalist  and  legislator, 
bom  in  Yorkshire.  England.  He  is  the 
managing  editor  of  the  Victoria  News 
Advertiser.  He  was  first  elected  to  the 
legislature  of  British  Columbia  in  1890. 
and  reelected  in  1894  and  1898,  butX 

elected.  He  was  provincial  minister  of 
finance  from  August.  1898.  to  Febroary. 
1900.  and  chief  commissioner  of  lands 
and  works  from  March.  1899,  to  Feb- 
ruary, 1900  In  1904  he  was  appointed 
president  of  the  executive  councih 

Cartwright,  Richard  John.   Right 
Hon.  Sir.  5.C.M.G..  P.C.  ( 1835.     *"  ) , 
a  Canadian  financier    and    statesman' 
born  m  Kingston.  Ontario,  and  educat- 
ed Trinity  College,  Dublin,     He  was 
elected  to  Parliament  for  Upper  Canada 
in  1863  and  continued  his  membership 
in  this  body  until  the  formation  of  the 
confederation  in  1867,  when  he  became 
a  member  of  the  House  of  Commons 
continuing  to  represent  the  County  of 
Lennox  until   1878.     He  was  finknce 
minister  m  the  McKenzie  administra- 
tion from  1873  to  1878.  when  that  min- 
'u  ^1  '■"'S^"^*^-    He  then  became  one  of 
the  leaders  of  the  Opposition  until  1896, 


Cavtn 

w'^u '"*.'*'">'  *"*  returned  to  power. 
He  then  became  miniMrr  of  trade  and 
~^I"«'cc  in  the  administration  of  Sir 

of  1897.  when  Sir  Wilfred  Laurier  was 
absent,  represeming  Canada  at  the  cele- 
bration  of  the  Queen's  Jubilee.  Mr.  Cart- 
wright  was  acting  premier,  and  again  in 
1907.  When  the  premier  was  absent  at 
tne  Imperial  Conference.     In  1897  he 
went  to  Washington  to  promote  better 
f^"  '°."'c.  "^^wcen     Canada    and    the 
united   States,  and  proposed   a  joint 
comniission.  on   which  he  represented 
Canada  when  that  commission  set  in 
Quebec  the  following  summer.  He  was 

fevy  Q^uncil.'"''"'"''  °'  ''''  ""^"'^ 

gran'. lion.  M.D.,  CM.  (1825-        )  a 
Physician  and  statesman,  bom  in  Que- 
bec and  educated  at  the  College   St. 
Anne  de  La  Pocatiere  and  McGill  Uni- 
versity.   He  began  the  practice  of  his 
profession   in   Detroit.   Mich.,   but  re- 
.Tw"?  !.°  S«"<l*'ch.  Ontario,  and  then 
to  Windsor.     He  was  surgeon  to  the 
military  force  stationed  in  Western  On- 
tario from  1861  to  1864.    He  was  eight- 
een years  a  members  of  the  local  board 
of  education  and  has  held  the  office  of 
the  president  of  St.  Jean  Baptiste  So- 
ciety of  Essex,   and   that   of  general 
president  of  all  the  French-Canadian  so- 

tne    french-Canadian    convention    at 
Windsor  in  1883. 

C«ven,  William.  Rev.  (1830-1904). 
was  born  at  Wigtonshire.  Sco^and^^d 
educated  at  the  Theological  Seminary. 
I^ndon  Ontario.  His  first  pastorate 
was  at  St  Mary's.  Ontario,  and  he  be- 
came professor  of  theology  in  Knox 
College  Toronto.  In  1873  he  became 
principal  of  the  college.    He  was  elected 

^T^^xL*'!*'"  general  assembly  in 
1075.  .  i  he  honorary  degree  of  D  D 
was  given  him  in  1875  by  Queen's  Col- 
lege, and  the  degree  of  LL.D.  in  1896 
by  Toronto  University.  Dr.  Caven  took 
a  keen  interest  in  all  matters  aflFecting 


CbaplMu 

the  public  welfare  and  is  considered  by 
manv  the  .lominant  figure  in  Canadian 
rrcsbytcnanism. 

Chapleau,  JoMph  Adolpbt.  ahah- 
plo',  Hon.  Sir,  LL.D.  (igjo-        )   , 
poht'cian  and  barrister,  born  at  Ste. 
Ihcrese  de  Blainville,  Quebec,  and  edu- 
cated at  the  Colleffe  ofhis  native  town 
and  at  Saint  Hyacinthc.    He  began  the 
practice  of  law  in  Montreal,  and  in  i87t 
was  created  queen's  counsel.     He  be- 
came  a  member  of  the  Quebec  legisla- 
ture, and  at  the  union  of  the  provinces 
in  1867  became  solicitor  general  for  Que- 
lle.   Later  he  was  appointed  provincial 
secretary.     In    1878    he   was    chosen 
eaderof  the  Conservative  Opposition  in 
the  yucbec  assembly,  and  the  following 
year  was  appointed  premier  of  the  prov- 
'"«•  ,^n  1882  he  became  secretary  of 
state  for  Canada  and  continued  in  this 
positon  with  the  Abbott  ministry.  Later 
for  a  short  time,  he  was  minister  for 
customs.     In   1892  he  was  appointed 
lieutenant  governor  for  Quebec. 

Chatham,  a  town  of  Northumber- 
land co     New  Brunswick,  is  situated 
on  the  Miramichi  river  about  25  mi 
from  Its  mouth.   It  has  an  excellent  har- 
bor,   which    will    admit    ocean-going 
steamers.     The  town  owns  its  water 
works  and  electric  light  plants.     The 
chief  industries  consist  in  the  manufac- 
ture of  lumber,  which  is  largely  shipped 
to  British  markets,  and  the  manufacture 
of  wood  pulp,  which  is  shipped  to  the 
Lnited  States.     There  are  also  wood 
working  factories  and  two  foundries. 
Lhatham  is  the  center  of  an  important 
hshing  industry  and  is  noted  for  its  sal- 
mon and  smelt  fisheries,  and  the  lobster 
n"f  ,**  the  mouth  of  the  river  is  con- 
trolled from  this  town.    There  is  a  good 
grammar  school  building,  a  hospital, 
and  the  expositicwi  buildings  for  the 
northern  part  of  the  province  are  also 
located  here.    Population,  1909,  6,500. 
Chicoutuni,    shee  coo'tce  mee,    the 


CUrk 
and  Lake  St.  Tohn  railway. 


_      ,     ^"vv  \,>jv»  ICC  n 

Chief  town  of  Chicoutimi  co.,  Quebec 
IS  situated  on  the  s.  bank  of  the  &gunay 
river,  90  mi.  above  its  ntouth,  and  at  the 
head  of  navigation,  and  mi  the  Quebec 

—n 


mportant  lumber  jiort  and  also  con- 
tains pulp  mills,  sash  and  door  facto- 
riei,  and  an  important  electric  light  and 
power  plant,    ft  has  three  large  whole- 
sale stores  and  is  the  distributing  point 
for  the  surrounding  .listrict.  Ships  load 
here  with  lumber  and  sail  directly  for 
foreign  ports.  The  city  is  the  seat  of  a 
bishop    and    has    a    koman    Catholic 
cathedral    a  college  and  several  cun- 
2.U,  J  opu'ation.  1909,  5.000. 
ChWiolm,  WUlitm.  chiz'om  (1833- 
V,      '•  *  'cg'slator  born  at  Antigonisli. 
Nova  Scotia,  and  educated  there.     He 
has  been  prominent  as  a  merchant  and 
lumber  manufacturer  as  well  as  an  act- 
ive member  of  the  legislative  council  of 
Nova  Scotia. 

ChriitUn  Endeavor  in  Canada.  Sec 

CHRISTIAN  Endeavor,  Vol.  II 

Chriitodelphian  Church,  or  Broth- 
ers in  Chriit,  kris  to  del'fi  an,  a  relie- 
lous    sect    organized    by    Dr.    John 

Ihomas.  The  religious  ()rinciples  are 
as  follows:  The  Old  and  New  Testa- 
ments are  equally  important ;  God  will 
restore  to  immortal  life  all  who  love 
him  in  this  life;  there  is  no  per.s<,nal 

fhr':S^'1\'I  ^^^  ^°"  °^  God  and  has 
the    three-fold    character    of    prophet 

fiu^Vu  K'",8^=  '''^  ''"t  office  he  ful 
filled  by  his  hfe  and  death,  and  as  priest 
he  mediates  before  the  Deity ;  as  kine 
he  wll  return  to  the  earth  and  rule  over 
it.  They  reject  the  doctrine  of  the  trin- 
ity, practice  immersion  and  have  no  or- 
dained ministry.  In  1895  they  had  6x 
organizations  and  1.300  members. 

Claresholm,  klarz'om,  a  town  in 
the  province  of  Alberta,  on  the  Calgary 
&  Macleod  branch  of  the  Canadian  Pa- 
cific railway,  80  mi.  s.  of  Calgary.  It 
IS  located  in  the  midst  of  an  extensive 
wheat-growing  region  and  is  one  of  the 

S^'"'^^''"*.^''?'"  ^'''PP'"^  points  in 
Alberta.    Population,  1,000. 

Clark,  William  Mortimer.  Sir  (1836- 
•  A 2'  J  ''^'■■■jster  and  statesman,  bom 
'"  •^'^ro«en-  Scotland,  and  educated  at 
West  End  Academy  and  Marisciial  Col- 
lege, Aberdeen,  and  the  University  of 


i 


Cleaiy 

Edinburgh  He  came  to  Qnada  in 
irl^'-  """^.^wo  yea"  later  began  the 
practice  of  law  in  Toronto.  He  was 
created  queen's  counsel  in  1887.  He 
has  been  chairman  of  the  board  of  man- 
j««nent  of  Knox  College  and  senate  of 

»h!  K  "j^r"''""^'  *"''  a  ™«nber  of 
the  board  of  management  of  the  Home 
for  Incurables.  He  was  lieutenant  gov- 
emw  of  Ontario  from  1903  to  1908. 

»T^'*ir^'  J*"*"  Vincent,  klav'ri,  The 
Most  Rev.  (1828-  ),  Roman  Cath- 
ohc  archbishop  of  Kingston,  bom  at 
Waterford.  Ireland,  and  educated  in  his 
native  town  and  at  Rome.  He  was  or- 
dained to  the  priesthood  in  1851  and 
three  years  later  was  appointed  pro- 
fessor  of  dogmatic  theology  and  scrip- 
w  }  l^'T"?  '"  St.  John's  Colleg^ 
Waterforf     I„  ,873  he  became  presi- 

called  to  preside  over  his  native  parish, 
and  while  discharging  the  duties  of  this 
position  was  appointed  bishop  of 
Kingston.  ^ 

Clinton,  a  town  in  Huron  co.,  On- 
tario, on  the  Grand  Trunk  railway.  It 
has  a  large  trade  in  grain,  a  number  of 
important  factories,  and  numerous  salt 
wells.    Population,  2,750. 

Coaticook,  koat'ekuk,  a  town  lo- 
cated  on  a  river  of  the  s^une  name,  lao 

tT.n„t'^-:?^-9"*^^*^^'.    ^*  '^  *  manufac- 
turing and  industrial  center  and  has  a 
port  of  entry  and  an  American  con- 
sulate.    Population,  3,000. 
.    P*'**^*'  K°'''alt.  a  town  in  the  Nip- 

r!2L  A  "m  '  ?"*^"°'  °"  *e  TemiV 
earning  &  Northern  Ontario  railway 
and  most  noted  as  a  mining  town.  Here 
cobalt  was  discovered  in  1904,  and  the 
value  of  the  exported  product  in  1007 

ZZ?^'^'°°°'.  '^^^  '■«8:ion  is  new  ^d 
practically  undeveloped.  Besides  co- 
palt,  silver,  nickel  and  arsenic  are  mined 
m  great  quantities.  The  town  is  3-10 
mi.  from  Toronto.  "^ 

Cobourg,  ko'boorg,  a  town  and  port 

SL!i!'^u°f  9"*^"°'  *h'=  capital  of 
Northumberland  co.,  is  situated  on  the 
n.  shore  of  Lake  Ontario,  and  on  the 


Coldwcll 

railways,  69  mi.  n.e.  of  Toronto.    The 

on!^"  /jfro^"i,^''"".f"*  ^"^''  which  is 

nected  by  ferry  with  Rochester,  N.  Y. 

S^lif  l?.f  '"*""'*"?»  "«  car'works. 
woolCT  mUIs,  a  matting  factory  and  a 
rolling    mill.     The    important    public 

tow?^!?.  "''"^'=-  '\P°''  °ffi«^  the 
town  hall   armories,  the  public  school 

the  collegiate  institute,  the  asylum  for 

Jhe  insane  and  the  jail,  besides  HmS" 

iJJ^'V^''''^  '^'««^«-  The  toTn 
«  widely  known  as  one  of  Canada's 
most  fashionable  summer  resorts.  It  is 
weU  laid  out  and  has  a  beautiful  park! 
The  streets  are  wide  and  lawns^and 

condition.    The   summer   horse   show 

^  .''Tol!  °"*  °^  t''^  chief  sporting 
events  of  Ontario.  Pop.,  1901. 4.JT9.  ^ 
QKhraae,  William,  kok'rain.  Rev. 
^^  •"  T.  •■';  *  Presbyterian  clergyman, 
born  m  Paisley,  Scotland,  and  educated 
at  Glasgow  University  and  the  Univer- 
sity of  Princeton,  New  Jersey.  In  1862 
he  came  to  Brantfo.d.  Ontario  ^d 
f^ded  the  Ladies'  College  there.  ^„ 
1882  he  was  chosen  moderator  of  the 
^k""?'  ^?embly  of  the  Presbyter  an 

tttlt  ?"•"  '^"^  ^'  ^'  repress 
that  church  m  great  gatherings  abroad. 

»oJ  IJ"  »"thor  of  several  religious 
works  the  most  important  being  The 
Church  and  the  Commonwealth 

K.?r1S  ^'^\  ^?^^'  H°n-. 
U*Xl  ^»L^  •  T.  ^'  *  barrister  and  legis- 
lator, bom  m  Darlington,  Ontario  Ind 
educated  atthe public  sckK,!  in  SbSm 

h1.  *  ^r"4<*^  !^°"^S<=  School,  Port 
Hope,  and  Trinity  College,   Toronto. 

SLL.T''1*°  Manitoba  in  1882  and 
engaged  in  the  practice  of  law  in  Winni- 
peg, boon  after  he  removed  to  Bran- 
don, m  which  city  he  has  taken  an  act- 
ive part  m  public  affairs,  and  was  a 

Sli  November,  1907,  he  was  ap- 
pointed provincial  secretary  and  munic- 
ipal commissioner  for  Manitoba,  and 
was  also  given  charge  of  the  depart- 


Coleman 

'S^teJ^^TT  ^n  '908  he  was  ap- 
S  ManUoba'"'  "'""'^^  °^  '''"-'- 

AlSif*^'  *.  *?*"  '"  *♦•«  province  of 
»hl  r»  '  ^'- "**?.^  *'  Crowsnest  Pass  on 
frnJSi?*'''*"  ^^^''^^  '•a"way.  ten  miles 
from  the  western  boundary  of  the  prov 
S'  and  1  ^''|i^'"d"stries  are  mining 
m^nL  ^  '"'"be'-'ng.     Two  large  coal 

chute  ci'.  '''""to'-,  born  at  U- 
cnute,  Quebec,  and  educated  at  Co- 
bourg  Collegiate  Institute  and  Victoria 

V2ZS  of'^r  ^  «^"^-d  afTii: 

work  ?n  L«l  ^'■"'?"'  ^°'"^  ^P^ial 
work  m  geology,  mmeralogy,  botanv 

histology  and  chemistry.    He  traS' 

«n!lT  ^- ^".'"■'^'  Switerland.  Ita  y 
aSaS^^"^'""^'^--  On  his  return  oS 
ada  he  was  appomted  professor  of  e«,l- 

^8^r^J,K     'u"'"«^    ^^'^    Positon    until 

of^  assavL".*"'  T  "=''°^^^"  *°  '^e  cha 
^L    ,  ^,'"^   *"*^    metallurgy    in    the 

Sw^'^^^i'*^"'  Science,  foromo 
catS  in^P^""*^'  '^  ?,'*^  °^  Ontario,  lo- 
Trunk  r.i£'^'^  ^'^  ^"^  '^"^  G;and 
ItT,  fhl  J^J'  95  "••  n-  w.  of  Toronto. 

Naviiat'ioi'r.^""'*""  ""V^'  N°«hern 
are  S^H  ?*"?«">:.  whose  shipyards 
are  located  here.  The  leading  indus- 
tries mclude  tanneries,  breweries  aid 

tensive  lumber  and  grai.i  trade  and  ^s 
?'""^cted     by    stealer    wfth    Owen 

i^uth.    Population  in  iqqo,  7000 

hth  1"h^  r^'  -d  e/ucrd™aftte 
high  school  there  and  McGill  Univer! 
sity.    On  completing  his  education  he 

oined  the  editorial  staff  of  the  Mon! 

7t[  -^f^'  and  in  1881  became  editor 
of  the  Weekly  Star.    He  waTalsn  ^H 
.tor  ^the  M^cGil,  UnivlS?;  fc/t 
in  1886  he  was  appointed  editor  of  the 

paper  for  one  year,  when  he  was  called 


Copyright 
to  Toronto  as  assistant  editor  of  the 
tmpire  and  became  chief  editor  of  that 

SJf  of"  /k^'-  "*  ^*«  '^''O""  chair- 
w  u  a'^*'  P"""*  committee  for  the 
Bntish  Association  held  in  Toronto  in 
i»97.  and  in  1900  he  became  deputy 
minister  of  education  for  Ontario. 

Columbia  de  Sillery,   kolum'bah- 
deh  «1  ler  i.    See  SiliIhv  or  SilZ 

.  Congregationalists.  This  denom- 
mation  traces  its  founders  in  the  UnhTd 
Ma  es  and  Canada  to  the  very  early 

from  M  ^\'^"  ^^^-  Jo''"  JacS 
from  Massachusetts  settled  near  Brome 
and  soon  gathered  around  him  the  nu- 
cleus of  a  church.  This  work  grew  and 
churches  sprung  up  in  Toronto,  Lon- 
fnn'  r^il^^^°"'  Bi-antford.  Hamilton 
?L"d  9oho"rg:.  The  formation  of  the 
Colonial  Missionary  Society  in  Eng- 
land  gave  great  emphasis  to  the  work. 

wJri,  u^u  '?  *?''^*^  •"  'ts  missionary 
work,  which,  m  the  beginning,  was  con- 
fined to  West  Central  Africf:  AIlX 
activities  of  progre^  ive  church  life  are 
fostered.  In  ic  there  were  113 
churches  with  10.793  communicants. 

ri.h^^r^*'*-  I**?  .Canadian  copy- 
right  laws  are  administered  by  the  De- 

Sr^"!,?  ^,fi^"CHhure,  copyrights  and 
trade-marks  forming  a  branch  of  this 
department.  The  privileges  of  coS^! 
riglu  are  granted  as  follows : 

To  any  person  domiciled  in  Canada 
or  m  any  part  of  the  British  powei- 

X'A  7  '"  *"^  °'y  °*  ""y  country 
which  has  an  international  copyright 

Z^f'y  ^'V^  the  United  Kingdom,  who 
>s  the  author  of  any  book,  map,  chart 
or  musical  composition,  or  any  original 
painting,  drawing,  statue,  sculpture  or 
photograph,  or  who  invents,  designs, 
etches    engraves,  or  causes  to  be  en- 
graved, etched  or  made  from  his  own 
design,  m  print  or  engraving,  and  the 
legal  representatives  of  such  a  person 
or  citizen,  shall  have  the  exclusivrrieht      ' 
to  pnnt    reprint,  publish,  produce  and 
sell    such    works   or   compositions    in 
whole  or  m  part,  and  of  allowing  trans- 
lations to  be  pnnted,  reprinted  or  sold  " 


Copyright 

ImmoralUcentious,  irreligious,  trea- 
sonable and  seditious  literature,  and 
scientific  or  artistic  work  which  is  not 
the  legitimate  subject  of  registration, 
are  excluded  from  the  privileges  of 
copyright.  r         s      «* 

The  term  of  copyright  is  for  twenty- 
eight  years,  and  may  be  renewed  for 
fourteen  years,  with  the  provision  that 
tne  Lanadiap  copyright  expires  with 
the  expiration  of  the  copyright  upon 
tne  publication  in  any  other  country 

The  conditions  for  obtaining  a  coov- 
nght  are  as  follows:  ^' 

(i)  That  such  literary,  scientific  or 
arbstic  works  shall  be  printed  and  pub- 
lished, or  reprinted  and  published  in 

that  they  shall  be  produced  or  repro^ 
duced  in  Canada.  *^ 

,  (2)  In  the  case  of  paintings,  draw- 
uigs,  statuary  and  sculpture,  a  written 
description  must  be  furnished  to  the 
minister  of  agriculture.  In  the  case  of 
Books,  maps,  charts,  musical  composi- 
tions, photographs,  prints,  cuts  and  en- 
gravings, three  copies  must  be  fur- 
nished to  the  minister,  one  of  which  is 
deposited  in  the  library  of  the  Parlia- 
ment of  Canada,  and  one  in  the  British 
Museum. 

(3)  The  statutory  fee  of  $r  must 
De  paid  to  the  minister  of  agriculture. 

(4)  There  must  be  inserted  in  the 
several  copies  of  every  edition,  on  the 
tiue  page  or  on  the  page  immediately 
following,  if  It  IS  a  book;  or  if  it  is  a 
map,  chart,  musical  compositon,  print, 
cut,  engraving  or  photograph  this  must 
be  impressed  on  the  face  thereof;  or  if 
It  IS  a  volume  of  maps,  charts,  musical 
composition,  engraving  or  photograph, 
upon  the  title  page  or  frontispiece,  the 
words  "Entered  according  to  the  Act 
of  the  Parliament  of  Canada,  in  the 
yfl  — .I'y  A.  B.  at  the  department 
of  Agriculture."    In  case  of  paintings, 
drawings,  statuary  and  sculpture,  the 
signature  of  the  artist  is  deemed  a  sufli- 
cient  notice  of  proprietorship.     When 
a  copyrii^t  is  renewed,  the  title  of  the 
work  must  be  registered  a  second  time 


CMtigan 
and  all  other  conditions  required  for 
the  original  copyright  must  be  fulfilled, 
and  the  author  must  publish  a  notice  of 
the  registration  in  the  Canadian  Go- 
sette. 

!n  ll  «  Kr"u*J'^"*'y  *°^k  intended 
to  be  published  in  pamphlet  or  book 
form  IS  first  published  in  separate  arti- 
cles in  a  newspaper  or  periodical.  To 
obtam  such  copyright  the  tide  of  the 
manuscript  and  a  short  analysis  of  the 
work  must  be  deposited  with  the  De- 
partment of  Agriculture,  and  every 
separate  article  published  must  be  pr«; 
ceded  by  the  words  "Registered  in  ac- 
cordance with  the  Copyright  Act " 

An  interim  copyright  may  be  ob- 
tained by  the  author  of  any  literarv 
scientific  or  artistic  work,  or  by  his 
legal  representatives,  pending  the  pub- 

cT°A  °l  ^T"'^*'°"  °f  the  work  in 
Canada,  by  depositing  at  the  depart- 
ment a  copy  of  the  title,  or  designation 

ri Sfi*'?'*'  '"^^'Ji'^'^  ^^'^  publication  or 
repubhcation  m  Canada.  But  such  in- 
terim registration  does  not  endure  for 
more  than  one  month  from  the  date  of 
tie  original  publication  elsewhere,  with- 
in which  period  the  work  must  be 
CaSdl  *"'  ""^P""**^  "^^  published  in 

An  assignment  of  copyright  in  whole 
or  m  part  must  be  made  by  an  instru- 
ment in  writing  made  in  duplicate.  Both 
copies  must  be  sent  to  the  Department 
of  Agriculture  with  the  statutory  fee 
One  IS  retained  at  the  department,  and 
the  other  is  returned  with  a  certificate 
?/  '■J^**;ation  to  the  party  depositing 
It.  The  fee  for  registering  interim  and 
temporary  copyrights  and  assignments 
is  50  cents. 

Cornwall,  a  town  of  the  province 
of  Ontario,  on  the  St.  Lawrence  river 
and  on  the  Grand  Trunk  railway,  67 
mi.  S.W  of  Montreal.  Here  are  located 
two  cotton  mills,  a  grist  mill,  saw  mill, 
paper  mill,  sash  and  door  factory  and 
furniture  factory.    Population,  6.900. 

CMtigan,  John,  kos'tigahn.  Hon. 
K 1035-        ).  a  politician,  bom  at  Nich- 


Cotes 

Scotia,  wherf  i,«^'^^°^*<*  *°  Nova 

deeds  '  J  th?  <5,ln^  Vr  ^'"  °^ 
a  judee  of  th»  j„?  ^-  °'  ^ictona,  and 

Jahire  S^"«fi,    "^5'  *^*=<=*<=d  *«  the  S- 

/Se^i^i-s^,4^^^^^^^^ 

-eSVt^fjiSjSaS:!^'^-^ 
••ster  of  mlilJfSl"^'J">'%«m^ 

continued  to  hold  thf^ffiri  ^■'  *"^ 
abolished  in  X  H.  ?*  ""*''  "  **» 
state  in  the  ^V„    *  ***  ^•^'■etary  of 

and  later  und^^.^"*"?  ?*»'n«tration 
he  held  the  portfolio  ^"^*'-^"PP*''' 

After  this  shVbecaj^e  1  ^L  ^?^^'- 
editorial  staff  of  thTw»  ».'?"'*"■  "C'^' 
and  later  reh,™.-?  V^^ington  Post, 
Cteir  where  S?^  f°  *^*=  Toronto 
nameof'&taftr  St  sh'  ^^ 
a"Srthe'S^^"'M-t;:te 
the  wSj  wriL/ur'''?'°""°«"d 

cate  of  AmeJcXf  SnS-  "  '^*- 
Papers.  Some  of  her  best  ^±"  "*'^^- 
are./f  Social  Deparl^e  ^Z!" n7^' 

//«  Honor  ^Pa  lU'^y  ■^'^*  ^d 
)**a°^?*,^'*^   Hon.  (1840- 

^apho^=ra!S-,r,3-;--.. 


Ciuhing 
ukM  an  «cSk  S."'r?n  /?■  """  ■»» 

Which  p<»,,„h;'l,3^i»^»d, 

"hied  aniS-  LS ""'  ""*  '»"«>«- 
Grand  Trank    %"""  ""«  """W  1»  tlie 

Sio?!SsTSd'5^^. 

Of  the  Canadian  pTcific     ft  i.^'^f'^" 
S'vely  engaged  in  fh- 1      v"  "  *^ten- 

The'^town   Ss   th-Jr^'"  '"*^"''"y- 
hVhte     r  *  I    I  ^"^^^   banks,    electric 

Cn)8^Ch«rle.Wil«m.Hon    ^1872 
that  province  in  t£J      j^^'slature  of 

,^«^o,a,«:v.rrrtu'4^ 


Dalhotwie 

Ontario.  He  was  appointed  minister 
of  public  works  in  the  first  Alberta  cab- 
inet in  1905,  and  elected  to  the  legisla- 
th-e  assembly  tl.e  same  year. 

Dalhoutie,  dahl  hoo'zi,  14th  Earl 
of,  Ahthur  George  Maule  Ramsay 
(1878-  ),  Lieutenant  Reserve  of 
Officers,  bom  in  England  and  trained 
for  the  military  service.  He  seived  in 
the  South  African  War,  1901-1903. 

Dan'iels,  Orlando  T.,  Hon.  (1860- 
),  a  barrister  and  legislator,  bom 
at  Laurencetown,  Nova  Scotia,  and  ed- 
ucated at  the  Laurencetown  public 
schools  and  University  of  Acadia  col- 
lege. He  was  appointed  a  member  of 
the  executive  council  of  Nova  Scotia  in 
1907,  having  been  elected  to  the  legis- 
lative assembly  the  previous  year. 

Dauphin,  daw'fin,  a  town  in  Mar- 
quette CO.,  Manitoba,  on  the  Vermillion 
River  and  on  the  Canadian  Pacific  rail- 
way. It  is  a  thrivin|f  town  122  mi.  n.  w. 
of  Portage  la  Prairie  and  carries  on  an 
extensive  trade  in  grain,  machinery  and 
produce.  It  has  excellent  churches, 
schools,  banks  and  public  improve- 
ments.   Population  in  1909,  2,000. 

Dauphin  Lake,  a  lake  in  Marquette 
CO.,  Manitoba.  It  receives  waters  from 
the  Fork,  Drifting  and  Valley  rivers. 
It  is  21  mi.  long  and  12  mi.  wide  and  is 
iocated  in  a  very  fertile  country. 

Davidson,  a  town  in  Saskatchewan 
on  the  Regina  branch  of  the  Canadian 
Northern  railway,  91  mi.  n.  w.  of  Re- 
gina.   Population,  550. 

Davies,  Louis  Henry,  Hon.  Sir 
(1845-  ).  a  statesman,  bom  in 
Charlottetown,  Prince  Edward  Island, 
and  educated  at  the  Central  Academy 
and  Prince  of  Wales  College  in  that 
city,  and  at  the  Inner  Temple,  Londcm. 
He  began  the  practice  of  law  in  his  na- 
tive city  in  1866.  In  1880  he  was  ap- 
pointed (lueen's  counsel  and  continued 
to  rise  in  his  profession.  He  was  a 
member  of  the  executive  committee  of 
the  Canadian  Bar  Association  in  1896, 
and  was  appointed  one  of  the  British 
council  before  the  International  Fish- 
cries  Commission,  which  was  appointed 


Dcnison 

under  the  Treaty  of  Washington  and 
met  in  Halifax  in  1877.  He  was  elected 
to  the  k)cal  assembly  in  1872,  and  re- 
mained in  that  body  until  1879.  In 
1876  he  became  premier  and  attomey 
general  of  the  province,  and  while  in  .' 
office  passed  thf  Free  School  Act  In 
1882  he  was  chosen  to  the  House  of 
Commons  and  became  minister  of  ma- 
rine and  fisheries  in  the  Laurier  cabinet 
in  1896. 

DecMie,  Jeremie  L^  dek'ahree, 
Hon.  LL.B.,  K.C.  (1870-  ),  a  bar- 
rister and  legislator,  bora  at  Notre- 
Dame  de  Grace,  and  educated  at  Mon- 
treal College,  Saint  Mary's  Collie  and 
Laval  University,  Montreal.  He  began 
the  practice  of  law  in  Montreal,  where 
he  was  very  successful.  He  was  elected 
,  to  the  legislative  assembly  in  Quebec  in 
.'904,  and  reelected  in  1908  and  1909, 
11  which  year  ht  was  appointed  mmis- 
!cr  of  agriculture. 

Deloraine,  delorane',  a  town  in 
Souris  CO.,  Manitoba,  on  the  Canadian 
Pacific  railway.  It  has  a  cheese  factory, 
a  flour  mill  and  six  elevators,  and  is  m 
a  rich  dairy  and  agricultural  district 
Population,  900. 

Denison,  George  Taylor,  Lt  Col., 
LL.B.  (iSo;r  ),  one  of  Canada's 
most  patriotic  citizens,  was  bom  in  To- 
ronto and  educated  at  Upper  Quiada 
Cdlege  and  Toronto  University,  receiv- 
ing the  degree  of  LL.B.  from  the  latter 
in  1861.  He  took  an  active  part  in  the 
military  affairs  during  the  Fenian  raid 
in  1866,  and  during  tiie  Riel  Rebellion 
in  Northwest  Territory  in  1885.  In 
1865  he  won  the  grand  prize  offered  by 
the  Emperor  of  Russia  for  the  best 
work  on  cavalry  tactics.  His  book  has 
been  translated  into  several  langu^es, 
and  is  accepted  as  authoritative  in  mod- 
em strat^y.  He  has  also  written  Sol- 
diering in  Canada.  He  has  been  presi- 
dent of  the  British  Ernpire  League  in 
Canada  since  its  organization,  and  has 
written  epoch-making  articles  on  the 
relationship  between  the  motherland 
and  the  colonies.  He  opposed  com- 
merical  union  with  the  United  States. 


I   •: 


Oeseronto 

of  hSI^^o*  orS^  "?''^.*"''  port 
the  Bay  of  St??i^"°'  »  «t"ated  on 

elude  planine  m5k  .  f    'ndustries  in- 
chine  shoos  fnH  1  :h*  ^^"".^"^  *"d  nu»- 

CithoHc.  Anelica^  P°"i*'"'  ^O"*" 
Method!  tchfrche'  ^nT^^u"''"  ""^ 
school  and  pubhc  ShS?s'*  n!' ''  '"'»'' 


D'Iberville.  de  ber  veel'     c      t 
viixE.  PiEUR  , »  »*        •    ^*e  Iber. 

ton  brS'orthlr  ^*'l?"^  *  Edmon- 
wav  ^«  m!  /  "'Canadian  Pacific  rail- 
way,  4»  ini.  from  Calearv    P«,  7  Z, 
Dominion  Dav-Th^'  '?i'>  ^oa 

—u  puDiic  schools     n.,«~  "l?"     o^  the  provincernf  r^f°"^^**'''**'on 

season  for  navigation  k  is  ro^I^^^*f"=     New  BrGnsS  »„?i  aP"**?°'  ^"ebec. 
steamers  with  the  proLinenf  ^*^  ''^     ^'-o'"  S  i    iS^^  ^T  ??°*'*'  <l«es 


steamers  wthfheD^^i/'  ~""'««'  ^y 
the  Lakes  m5  the  §™?'"«=«  Ports  on 
Population,^ir*esH- if,!r'?«  "^^r. 

LLD.  (78sS^^?,*?°»«y.    Hon.. 


been  madi  an  anSl  Sh'*"'*  J?^  ^as 

,-.:_..      V?-     ^neungranted  lands 
provmces  an/i  «—  ^L 


h's  career  as  a  business  2^n     !,  '^'"'     '«.    They  ar*  E    i*  "i  which  they 

pointed  minS  of  Sloniir    '"^    °f  trD?pSmeTo?lh""T^^^  '^'^'^^'n 
and  fisheries  for  the  orowl     t  """**        SuRviS     Th!.  ,?!  ^h^Interior. 

but  in  i85i^y"tjlfZ°J^  «*  a  teacher, 
the  minist^^  iV,j^V°  P'^^P*"  *°> 
editor  of  S;  Christ  ^^  "^^^  chosen 

principal  organ  ofXw  S"^-''""''  '^e 
•"  CaAada,S3  held  t^f*°^'^**^hurch 

1894.  HewS^am!,;K     */^'"'°n  ""til 

icTMethS  S"n°.l-'  ^r^"™«'- 
>n  1881    and  «*•"."  '"  London 

•nWaiin^V/x^C'^^nr '"«'«' 
advocate  of  a  new  hvmn  kJ?*  "^^  "> 

™  r«lS«s  tifc!  """■">«'»'  work. 


19 


» 


32 

•*          84          „ 

n 

~ "          1—          1 

»     1    »          "          «          «^    1 

\~-~              ' 

"         «          «         M 

» 

■  " • 

— L 

"   "   »   14   1.  r 

■ — ^1 

■ 

•           «          " 

» 

Duminioa  Lands 

Each  section  is  divided  into  quarter 
sections  of  i6o  acres,  and  these  quarter 
sections  may  be  sub-divided  into  quar- 
ters. The  numbering  of  the  sub-divi- 
sions follows  the  same  order  as  the 
numbering  of  the  sections  in  the  town- 
ship, as  shown  by  the  diagram: 


1* 


ia 


14 


11 


i« 


i» 


i« 


The  townships  are  numbered  in  reg- 
ular order  northward  from  the  inter- 
national boundary  line  on  the  49th  par- 
allel of  latitude,  and  lie  in  ranges  num- 
bered in  Manitoba  east  and  west  from 
a  prime  meridian,  which  is  naned  the 
principal  meridian,  and  extends  north- 
erly from  the  49th  parallel.  Through- 
out the  Northwest  Territories  the 
ranges  are  numbered  westerly  from 
other  initial  meridians,  which  are 
named  2nd,  3rd,  4th,  and  so  on,  accord- 
ing to  their  order,  westward  from  the 
prune  meridian. 

Disposal  of  Dominion  Lands.  Tfie 
Dominion  lands  of  the  Northwest  Ter- 
ritories are  divided  in  two  classes,  viz., 
even-numbered  and  odd-numbered  sec- 
tions. The  sections  numbered  8  and  26 
are  allotted  to  the  Hudson  Bay  Com- 
pany; numbers  11  and  29  are  reserved 
for  school  purposes  and  are  known  as 
school  sections.  All  other  sections  are 
held  for  sale  and  as  land  grants  in  aid 
of  the  construction  of  colonizatlbn  rail- 
ways. 

Homesteads.  Any  person,  male  or 
female,  who  is  the  sole  head  of  a  fam- 
ily, or  any  male  who  has  attained  the 
age  of  eighteen  years,  who  is  a  British 
subject,  or  any  alien  who  declares  his 
intention  of  becoming  a  Iritish  subject, 
is  entitled,  <m  making  application  be- 


Dorion 

fore  the  local  agent  of  the  district  in 
which  the  Und  he  desires  is  located,  and 
on  paying  an  oiHce  fee  of  ten  dollars, 
to  obtain  homestead  entry  for  any  quan- 
tity of  lanc<  not  exceeding  160  acres. 

Anyone  granted  an  entry  for  home- 
stead is  required  to  conform  to  the  pro- 
visions of  the  Dominion  Land  Acts,  un- 
der one  of  the  following  acts : 

(i)  At  least  six  months'  residence 
upon  and  cultivation  of  the  land  in  each 
year  during  the  term  of  three  years. 

(2)  If  the  father  (or  mother,  if 
father  is  deceased)  of  any  person  who 
is  eligible  to  make  a  homestead  entry 
under  the  provisions  of  this  act,  resides 
upon  a  farm  in  the  vicinity  of  the  land 
entered  for  by  such  person  as  a  home- 
stead, the  re(iuirements  of  this  act  as  to 
residence  prior  to  obtaining  patent  may 

,  be  satisfied  by  such  person  residing  with 
father  or  mother. 

(3)  If  a  settler  has  obtained  a  pat- 
ent for  his  homestead,  or  a  certfiicate 
for  the  issue  of  such  patent  counter- 
signed in  the  manner  prescribed  by  the 
act,  the  requirements  of  this  act  as  to 
residence  prior  to  obtaining  patent  may 
be  satisfied  by  residence  upon  the  first 
homestead,  if  the  second  homestead  is 
in  the  vicinity  of  the  first  homestead. 

(4)  If  the  settler  has  his  permanent 
residence  upon  farming  land  owned  by 
him  in  the  vicinity  of  his  homestead, 
the  requirements  of  this  act  as  to  resi- 
dence may  be  satisfied  by  residence 
upon  said  land. 

(5)  Should  a  number  of  homestead 
settlers,  embracing  at  least  twenty  fam- 
ilies, with  a  view  to  greater  conven- 
ience in  schools  and  churches,  desire  to 
locate  in  a  village  or  hamlet  near  their 
homesteads,  the  minister  of  the  interior 
may  dispense  with  the  condition  of  resi- 
dence, but  the  condition  of  cultivation 
must  be  carried  out. 

The  privilege  of  homestead  entry  ap- 
plies to  agricultural  lands  only. 

DorchMter,  Lord.  See  Carlton, 
S«  Guy,  Vol.  I. 

DorioB,  Antoine  Aime.  dor"!  on.  Sir 
(1818-1891),  Chief  Justice  of  Quebec, 


p!^J"  '"r  u  *  ^r^' «-  f  St.  Anne  de  la 
uJ^^'  '."  4\'!'P'ain  County.  Que^c 
?oii"""P'*'i'1. ''''  education  at  NiSS 

SsriitvsX'Tnd^^^^^^^^^^ 
^^^a^tS^j-r^r;^ 

pronounced  political  leader  on  thrLil^ 
iSlilm^;.  V*  '®54  he  was  elected  to 

of  tL  £"■'  ^"^  '°°"  '^•"<=  the  leader 
?8c?h  ?^"^*^  J^^'^y  '■"  'he  house.  I„ 
llnrf?  J^""=  Commissioner  of  Crown 
Lands  and  upon  the  foundation  of  the 
Cartier-Macdonald  government?  he  £. 
c^e  a  leader  m  Jlie  opposition.  I„ 
f^o  *J^l*™  ProvinciS^  Secretary 

S^er^mJ^*    J''*  reorganisation  of  thf 
ne^^W  K- "^    "^"^   "^^^    Attorney 
turned  to  the  House  of  Commons  in 
TiZf'  "i^V^^  ""'°"  of  the  provinces 
S^e^f '  J°™«tion  of  the  CkSe 
fffi?/^^"  •  ?"  '*73  he  accepted  the 

tr«ir«^  J'  *  J^M^al'st.  bom  in  Mon- 
treal and  educated  at  the  high  school  of 
Montreal  and  McGiU  University     He 

su^edT'*'-'^  r*  ^''  f^*her  and 
TAfS^/'To"..*''*  management  of 
The  Montreal  Dady  and  wfekly  Wit- 

/•    t?*""  he  became  the  sole  owner 

Dou'gall,  Lily,  an  author,  bom  in 
Montr«  •     ^J*  ^^'  ^''  ^^hiidhoS    n 

she  t'n.^f*^'  «""P'e«ng  her  education 
she  traveled  somewhat  extensively  in 

ran:.Hf  \  *''°'*  f  "'•^  "e  'aid  in 
Canada.  A^ong  the  best  known  of 
these  are    Beggars  All.  What  Neces- 

of  l^atth,  and  The  Madonna  of  a  Day. 


Dundai 

in'f.5;;/.°L?"*  '"^"'^  °"8^"-"y 

Wmond.  Willie.  Henry,  M.D. 
rawn  H  ^'  ?  phy«cwn  born  at  Cur- 
S^",  H""«.  Ireland,  and  educated  at 

a^3  Bishon''r'';f  ^°?*"*'  hi^KoS 
and  Bishop  s  College.  LennoxvTlle.  Que- 

«ffi-  ■    "•  engaged  in  the  practice^  of 

tTiS'Tewlh^T^''  r^  *'  '^^^^ 

ume  neid  the  chair  of  medical  iuris. 

£« '"hV  i^'^'r 'i^  °^  BishoJ'iS : 

as  well  a!   '  T^^^^  '''~^"  »«  a  writer 

of  *alL?.t'l''^''u  •*^'  '''*  ^ntributions 

^deraW^  fP"'*'^  i*^'"«^  ^^'^  him  con- 
siaeraDie  fame.    Among  these  the  Pab. 

Plante  have  been  very  popular,  both 
«n  Canada  and  the  United  States  He 
wrote  the  Habitants  Jubilee  Ode  for 

sLTV^'r^^I^T^  J"hilee,  anS  the 
Saint  Le  Grand  Seigneur,  which  was 
sung  by  Albani.  He  has  also  writTen 
some  satirical  English  verse. 

«*  Sf  ,  ^^'  *  towain  the  province 
??„  Saskatchewan,    on    the    Canld^an 

Itn^'ui^^^^  ™-  ''•  °f  Prince 
Albert.     It  was  the  scene  of  a  battle 

?"""«  the  Northwest  Rebellion    The 

surrounding  region  is  a  rich  agricul! 

tural  district.    Population.  500.^  ""' 

Duflf,  James  Stoddart,  Hon.  (1856- 

i,f    ''u^  Canadian  farmer  and  Wis- 

lator   bom  near  Crookstown,  OnSo 

S.-^^"'^^t'" J^*^  ?"*>«<=  «hooJs  a"d 
Colhngwood  Institute.  He  was  elected 
to  the  legislature  of  Ontario  in  1898. 
and  m  1908  was  appointed  minister^f 

^S'^''Sr.  '"  ?*  ^"'^^  government 
•  «V^  °*^  *  town  and  port  of  entrv 
!"  Wentworth  CO..  Ontario,  on  BuS 
ton  Bay  and  the  Grand  Trunk  and  cf- 
nadian  Pacific  and  Quebec  &  HudsJ, 

i&T'^r-  The  t^wn  possesses  r 
united  water  power  and  has  manufac- 

o7ini,°  /"".^^^'^'^^^  ='"d  machinery 
of^l  kinds,  also  paper,  leather,  woole^ 
goods,  cotton  goods  and  wooden  ware 
m  site  IS  m  a  beautiful  valley  and  the 
cify  IS  sometimes  called  the  Valley  City 
Ihe    Desjardines    Canal    gives    jrwvrf 
water  connection  with  Hamilton,  fopa- 
lation,  1909,  3,173.  P" 


Duatmuir 

DwM'muir,  JamM.  Hon.  (1851- 
),  a  business  man  and  legislator. 
He  was  elected  to  the  legislature  of 
British  Columbia  in  1898  and  again  in 
igoo-  Upon  the  resignation  of  the  Mar- 
tin government  he  was  called  upon  to 
form  an  administration,  which  he  did, 
assuming  the  portfolios  of  premier  and 
president  of  the  council.  In  190a  he  re- 
signed and  was  appointed  lieutenant 
governor  of  British  Columbia. 

Dur'ham,  First  Earl  of,  Loan  John 
Geobge    Lambton    (1792-1840),    an 
iinglish  statesman  bom  in  London  and 
educated  at  Eton.    He  held  a  commis- 
sion in  the  army  on  completion  of  his 
education,  but  soon  gave  his  attention 
to  politics.    In  1813  he  entered  Parlia- 
ment for  Durham  as  an  advanced  Lib- 
eral   In  i8a8  he  was  created  Baron 
Durham.     In  1833  he  was  appointed 
ambassador   extraordinary   to   Russia, 
.  and  in  1838  governor-general  of  Can- 
ada.   While  Lor*  Durham  remained  in 
Canada  as  governor-general  only  six 
months,  the  conditions  at  the  time  of 
his  appointment  and  his  able  statesman- 
ship made  a  lasting  impression  upon 
the  history  of  British  North  America. 
When   appointed   governor-general,   a 
rebellion  against  the  home  government 
had  broken  out  and  Canadian  affairs 
were  in  a  turbulent  condition.     Lord 
Durham  made  inquiries  in  the  various 
provinces  as  to  the  e:eict  condition  of 
the  people  with  regard  to  the  form  of 
government,    and    held    a    conference 
with  the  governors  of  the  provinces. 
This  conference  resulted  in  a  plan  for 
the  confederation  of  the  provinces.  Al- 
though this  confederation  was  not  ef- 
fected until  a  later  date,  Lord  Durham's 
report  to  the  home  government  is  one 
of  the  most  masterly  ever  written  on 
colonial  matters.     He  pointed  out  the 
necessity  of  making  the  executive  of 
the  government  responsible  to  the  peo- 
Pje-    His  suggestions  were  adopted  by 
the  home  government,  and  as  a  result 
Upper  and  Lower  Canada  were  united 
in  February,  184 1. 
Edgar,  James  David,  Hon.  (1841- 


Bducattea 


),  a  statesman,  bom  at  Hatley  and ' 
educated  at  Lennoxville  and  in  the  city 
of  Quebec.    He  began  the  practice  of 
law  in  i86d  in  Toronto,  and  was  cre- 
ated queen's  counsel  by  the  OnUrio 
pvemment  in  189a    For  a  time  after 
begmninfir  hia  practice  he  was  the  legal 
editor  ofthe  Toronto  Globe  and  Mon- 
treal Trade  Review.    He  was  elected 
president  of  the  Ontarw  Literary  So- 
ciety;  he  was  elected  to  the  House  of 
Commons  in  187a  and  became  the  leader 
of  the  Liberals;  under  his  leadership 
the  downfall  of  tl      first  MacDonald 
cabinet  was  caused  in   1874;  he  re- 
mained out  of  Parliament  until  1884, 
when  he  was  returned.   At  this  time  he 
had  been  for  four  years  one  of  the 
directors  of  the  Toronto  Globe,  and  his 
wntmgs  had  been  influential  for  the 
reform  party  in  Canada ;  in  1896  he  was 
elected  Sp^er  of  the  Commons,  and 
the  following  year  became  a  member 
of  the  pnvy  council. 
•  J^'******«>-    According  to  the  Brit- 
ish North  America  Act,  educatwn  is 
entrusted  to  the  several  provinces.  Each 
province  has  worked  out  a  system  suited 
to  Its  own  needs  and  conditions.     In 
all  of  the  provinces  except  one,  primary 
education  is  free  to  pupils  of  school 
age;    in    Quebec    a    nominal    fee    is 
charged.    In  secondary  schools  a  fee  is 
sometimes  charged  as  supplementary  to 
state,  municipal  and  district  grants. 

The  system  in  each  province  is  ad- 
ministered   by    a    central    board.     In 
Prince  Edward  Island  this  consists  of 
the  executive  council,  the  superintend- 
ent of  educatton  and  two  prominent  ed- 
ucationalists.    In    New   Brunswick    it 
consists  of  the  executive  council,  the 
chanceltor  of  the   university  and  the 
chief  superintendent.     In  Nova  Scotia 
It  consists  of  the  executive  council,  and 
the  chief  officer  is  the  superintendent 
appointed  by  the  lieutenant-governor  in 
council.    In  Quebec  the  council  of  in- 
struction consists  of  the  Roman  Cath- 
olic bishops  of  the  province,  an  equal 
number  of  Roman  Catholic  Laymen, 
and  an  equal  number  of  Protestants.' 


i  1 


RhKttkm 

I5ij?*?!"*'  '•  '^^'^  into  two  com- 

?!*i.?«,  Protestant  ccmunittee*,  each  re- 
gonwWe  for  «hools  of  its  own  kind 

S^^Hnn'-*  ''"■^.°'  *''«  department 
fL  i^  L  °"  "  •minister  of  thrCrown 
and  he  has  as  his  advisors  an  educa- 
tional council  and  is  well  sui^rt«l  by 
administrative  officers  covering  SerJ 
de,»rtojent  of  the  work.    I„  M^nftoS? 

f£m^*\""^  ^^^"^  almost  sS 
tar  methods  of  government  obtain,  and 
"  »"tish  Columbia  the  active  hSd  of 

o":irth"Si'"~'^'~^^^«'-p«*- 

whlu  "£'ii!''*^t^.'»*«  education  as  a 
ow^  ;#!•''  «'»°  district  regulates  it. 
S  f'f  '!"  *"  ""tters  of  detail. 
t«5  "'«<=t\'ts  own  teacher,  but  no 
teacher  can  be  selected  who  has  not  a 
certificate  issued  by  the  proviiS?  !?«; 
s  a  fair  degree  of  reciprocity  amone 

O^rr"-    J?  the  westem%^°o? 
Canada  the  supply  of  teachers  is  not 

b^«  of-'  -f  *''*  J'"^"""d,  and  num- 
hm  of  permits  are  issued  from  time  to 

otiI!J^?^°^*''^P™:""<*«  ^hools  are 
opened  and  closed  with  religious  excr- 
etes. Except  in  Quebec  no  definite  re- 
i^s  instruction  is  riven  in  the  state 
spools.  In  British  ?blumbia  school! 
are  conducted  on  strictly  secular  and 

Srtlri^c*°i,^u""P''*'  'n  Quebec, 
Ontario,  Saskatchewan  and  Al&rta  a 

Catholic  and  Protestant  schools.  In  the 
test  two  provinces  this  distinction  is 
merely  mHnmal. 

TTie  schools  are  supported  by  a  state 
JV-jd.  7nicip«l  fund,  and  ^i  fSid 
yielded  from  district  assessmenU.  In 
Manitoba.  Saskatchewan  and  Alberta 

been  set  aside  for  school  purposes.  This 
IS  being  sold  from  time  to  time,  and 
the  provinces  receive  the  interest  from 
the  fund  so  obtained. 

anllfr  *'^'"'1?  °J  *"*^'""  has  received 
attention  m  all  the  provinces  of  the  Do- 
muuon.     In  Ontario,  Manitoba.  Sas- 


Kducatioii 

katchewan,  Alberta,  and  British  Colum- 
bia, the  course  is  almost  purely  orofM- 

cS^'  i  "  f'''^'"  provinces  the  aca- 
demic and  professional  training  are  car- 
lll^S  "f  "'taneously  as  in  the  norrnal 
schools  of  the  United  States.     Usu^y 

lik,^"T  °' •"'■"•"»  for  teachers  de- 
vebps  into  a  short  course  for  beeinners 
and  a  longer  course  for  those  wlfo  hay" 
had  some  experience.  The  work  in 
the  normal  schools  is  suppkmented 
&t«"*  I"'  ^™"'°"  b^'teXs' 

sS  ^^'"'^r^^irs 

an  «Jil*^'  P"''"''  "^^^'^  With  perhaps 
an  excei*ion  m  some  parts  of  Ouebec 
co^ucation  is  the  com'mon  pracS^n 

P"£sued  m  a  few  cases. 

The  courses  of  study  in  the  various 
provincec   do  not  ditfer  very  ereat?v 

^L''"^l  "'  ^«  "»*  takS  to  ff 
monize  these.  One  of  the  most  notable 
movements  in  educatk>n  in  anada  S 

view,  in  the  McDonald  Colleee  It  i« 
to  Sir  William  McDonald  tilfcanada 
owes  not  only  this  building  but  t£ 
"°7«^"t  in  favor  of  schoS  garden! 
and    consohdation    of   schools.^  Ea?h 

L  elemilf»!.''~"l!"y  «^''«''^  ^5  well 
as  elementary  schools.  Secondary 
schools  are  both  public  and  private  ?he 
pnvate  be.nj  conned  to  the  Iarg"dties 

for  ft,  l^'^K^'  l"**  °"«=  °f  the  ?«sons 
thi  J^i'^  ^^f  *'?*y  "•=  «>  necessary  to 
1^  '°K*'"r^  f  "''^.^^^^  °^  the  element- 
ary schools.    It  will  be  found  that  the 
secondary  schools  have  two  or  thr« 
grades,  according  to  the  needs  of  the 
provinces  and  of  the  district.    In  small 
S'  u^'f  are  intermediate  schools  or 
high  schools.    These  give  instruction  to 
the  young  people  of  tfie  towns  and  pro- 
vide the  low  grade  teachers.    The  cities 
hfJh  ^"^''te  institutes,  and  here  the 
high  grade  teachers  come  to  receive 
their  preparation. 


Bducatioa 

Universitiei  are  to  be  found  iii  every 
province.    In   Prince   Edward   Island 


^■ducarioo 


|6(yxia    Although  affiliated  with  the 

Francis  and  King's  colleges ;  in  Quebec. 
McGill  Universihr  and  Laval  Univer- 
sity ;  in  Ontario.  University  of  Toronto. 
Queen's  University,  McMaster  Univer- 
sity, Western  Universily  and  the  Uni- 
versity of  Ottawa;  in  Manitoba,  the 
University  of  Manitoba  with  its  affili- 
ated  colleges;  in  New  Brunswick,  the 
University  of  ffew  Brut:swick,  Mount 
Allison  College,  St.  Joseph's  College; 
in  Saskatchewan,  Saswatchewan  l^i- 
versity  at  Saskatoon;  and  in  Alberta, 
the  University  of  Alberta  at  Edmonton. 
British  Columbia  has  not  yet  a  univer- 
sity of  its  own,  but  it  has  arratigements 
made  with  McGill  University  and  is 
now  taking  steps  for  the  organization 
of  a  provincial  mstitution. 

The  following  table  shows  the  num- 
ber of  schools,  the  number  of  teachers 
engaged,  pupils  enrolled  and  expendi- 
tures for  1908  by  provinces : 


Ontario 

QMbM 

NoTsSeotia... 
K.  Bnuiwiek. 
Manitoba  . . . . 

Brit.  Col 

Pr.  Edw.  W.. 
Alberta 


6,480 

2,483 

1,820 

1,949 

861 

479 

570 


11,677 

2,684 

1,974 

2,480 

780 

572 

924 


349,086 
101,879 
68,919 
67,144 
80,039 
19,036 
28,784 


4.290,240 
1,040,805 

2i729|94« 
864,771 
170,827 

1,259,107 


Education,  Agricultural  Since  Can- 
ada is  one  of  the  leading  agricukural 
countries  of  the  world,  it  is  natural  that 
agricultural  education  should  receive 
most  careful  attention.  Each  province 
has  its  agricultural  college.  These  in- 
stitutwns  are  maintained  on  the  highest 
scientific  plane,  and  their  benefit  to  their 
respective  provinces  is  beyond  estimate. 
The  agricultural  college  of  Manitoba 
owns  property  valued  at  $1,000,000,  has 
about  300  students  each  year,  and  is 
maintained  at  an  aonual  expense  of 

— 4S— 


most  prominent  of  the  agricultural  col- 
leges of  the  Dominion  is  that  at  Guelph, 
OnUrk).  lu  influence  is  felt  in  all  the 
Western  provinces,  and  it  is  favorably 
known  in  every  part  of  the  continent. 
The  following  descriptmn  gives  a  good 
Idea  of  the  college  and  the  fines  of  work 
in  which  it  is  engaged: 

The  Ontario  Agricultural  Cbllege  is 
beautifully  situated  on  an  elevation 
directly  southeast  of  the  city  of  Guelph, 
in  the  county  of  Wellington.  The  loca- 
tion (i,i3|8  feet  above  the  sea  level)  is 
in  the  midst  of  pleasant  scenery  and 
healthful  surroundings,  and  in  one  of 
the  best  fanning  sections  of  the  prov- 
ince. Established  in  1874,  the  objects 
of  the  institution  were  two-fold :  First, 
to  train  young  men  in  the  science  and 
art  of  improved  husbandry ;  second,  to 
conduct  experiments  and  publish  the  re- 
sults. The  college  has  worked  atong 
these  two  lines  since  its  banning,  ai^ 
is  still  doing  so. 

Ontario  depends  very  largely  upon 
her  raw  products  for  her  nation?' 
wealth.  Amqng  the  various  forms  of 
raw  mat«>rial,  none  are  so  valuable  as 
those  included  under  the  head  of  agri- 
cultural produce.  If,  therefore,  the 
College  of  Agriculture  can  take  from 
the  farms  a  certain  number  of  young 
men  each  year,  teach  them  the  best 
methods  of  tillage,  the  principles  of 
stock  breeding  and  feeding,  and,  in  gen- 
eral, a  better  knowledge  of  how  to  look 
after  the  field,  the  garden  and  the  or- 
chard, these  young  men  will  help  to 
prevent  the  waste  which  is  so  common 
in  farming  communities.  That  On.irio 
farming  has  been  kept  up  to  its  present 
high  standard,  her  exp  •'a  gradually  in- 
creasing from  year  tc  ear,  has  been 
largely  due  to  the  work  of  the  Ontario 
Agricultural  College. 

A  movement  is  on  foot  to  establish 
agricultural  hifh  schools  or  agricul- 
tural courses  in  high  schools  in  the 
Western  provinces,  as  it  is  recognized 


Bgia 

2?n5*  fZT^J'^'y  5J'  y°^'  people 
""n«    tttend    tie   col  ege    but    thev 

njht  r«e,ve  «  course  of  Instruction  i J 

Sorts  "ItinHT  °'^'«^  »  "»« 
uiurougn.    It  includes  every  branrh  that 

ur  with,  such  as  farm  husbandry  MI- 
if^    °^  of  the  soUs,  etc 

E^i  oir  eSs?  i'  ,^?«''- » t«s  S 

awl  of  Elgin  and  thirteenth  the  Earl  of 

mSs"o>  /"  '^3  he  succeeded  the 
Marquis  of  Lansdowne  as  sovemor. 
J^neral  of  India,    St.  Andrewf  SS 
Jig^conferred  on  him  the  degrS  of 

atJJ'ST'  V"*""  °^  Manitoba,  situ- 
«ed  m  Brandon  co..  on  the  CaAad  an 
lV?« /■^''■^•..^S  mi.  from  BranSr 

^ton.     I'opulatioo,   1909.  estimated, 

p*h!»|«fult.  es'kemo,  a  town  of 

JSr*  ;  Yftoria-  Tile  harbor  of  Es^ 
X~  K  "  extensive  and  receive* 
^  rfojng  vessels.  Here  His  Slftsty 
has  ship  station  for  this  part  of  SJ 
Pacific  coast  There  is  a  naval  yard 
^spita^,  a  govermnent  d?yS   m- 

W-S?*""'  "  *'  '''''">'  *  town  of  Sas- 
katchewan, situated  on  the  main  line  of 

ES.£"'**5''e^»"fi'=  "^^^^y  and  the 
Estevan  and  Souris  and  the  Minneap- 
olis, St  Paul  and  Sault  Ste.  Marie  dil 
vwjons  of  the  Canadian  Pacific  railway 
?90  nu.  s.  w.  of  Winnipeg.     It  is  the 
h^jdquarters    of  the    Kinion    cS 
Corn^y   and   an   important   railway 
K^"-*  ^*  i"  '"  important  distribut- 
mg  point  and  makes  extensive  ship- 
m«ts  of  coal.    Urge  brick  yards  a?e 
located  here  and  nearbj'  is  a  large  de- 


Po-it  of  pottery  day  of  excellent  qual- 
!ir  wJrt.  ^d^etr^Vt  "f '^^  '^- 

■l«o  worthy  o(  memion    ThnTLm 

Hon.  1909,  estimated  <,ooa 
Falconbriilv*   u/mi ^1.    . 


judge 


t  Drummonc 


vine,  Ontario  and  educated  in  tK» 
grammar  school  at  BaSe  and  Sj 
Model  Grammar  Sch^for  UdSJ 
^^^'^  '"  *'"^  Univershy  of'K- 
K\,2"  """P'eting  his  educatot 
he  filled  the  chair  of  n^Jidem  langSM? 
m  Yarmouth  Seminary,  Nova  ScoS! 
for  a  year,  then  returl^^  to  ToronS" 
S;*^«h*«.«PPointed  lecturer  i,n?.t' 
«e  H?^""''  "I  *^*  University  Co? 
ege     He  began  the  practice  of  kw  in 

K'  n  ^^'  .appointed  an  examiner 
>n  the  University  of  Toronto  and  be^ 
X*   ••««"trar  of  the  lAnVerrity  h^ 

years,  in  1885  he  was  crtated  aueen'i 
counsel  by  the  Marquis  of  Unsdowne 
and  apppUd  a  julge  of  tlj  jSs 
bench  division  of  the  Supreme  C^urt 
of  Judicature  of  Ontario.'^ In  ,896  he 
was  made  a  commissioner  for  t&  rS 
vision  of  the  Ontario  statutes.  ^ 

n*  M    r"?*  *  *°*°  '°<:at«d  35  mi.  e 
of  Montreal,  at  the  confluence  of  the 

Kiver.    It  IS  an  agricultural  center  has 
t^An^^'  and  public  buildings? is 

Por'nie,  a  city  ii,  the  East  Koote- 
nay  district  of  British  Cblmnbia  o^he 

oreat  North.rn  railways,  700  mi  e  of 
Vancouver.  It  is  the  ceiitS^aS  chief 
shW>ng  pomi  for  one  of  the  most  im- 

Canada.  It  also  Has  a  large  number 
ot  cjke  ovens  and  manufartures  ovS 


100,000  tons  of  coke  uuraaOy.  The 
Elk  River  at  Ihii  point  furnUbct  exten- 
•ive  water  power;  the  dty  haa  electric 
lightt,  water  worki,  Mwera.  and  a  nat- 
ural park  of  aoo  acres.  All  public  util- 
ities are  owned  by  the  municipality. 
Peculation,  j.joa 

^PUhliiic.  WUUam  Staveaa,  Hon., 
p.CL..  L1.D.   (1848-        ).  a  Cana- 
dian journalist  and  sutesman,  bom  in 
Halifax,  where  he  was  also  educated. 
In  1864  he  became  connected  with  the 
Halifax  Mormng  Call,  and  later  be- 
came managing  editor  for  that  journal, 
which  position  he  held  until  1884.    He 
was  elected  to  the  Assembly  of  Nova 
Scotia  in  i88a.    He  was  tendered  the 
position  of  premier  on  the  resignation 
of  the  Holmes-Thompson  government 
the  same  year,  but  declined.    He  be- 
came premier  and  provincial  secretary 
in  1884,  which  position  he  held  until 
July,  1896,  at  which  time  he  entered 
the  Laurier  administratbn  as  minister 
of  finance.    In  this  latter  position  Mr. 
Fielding  has  done  much  in  advancing 
the  financial  interests  of  the  Dominion. 
He  was  the  prime  mover  in  the  prefer- 
ential tariff  bill  in  1807,  and  the  same 
year  he  visited  Enguind  to  fk>at  the 
new  Canadian  loan,  which  he  obtained 
on  very  favorable  terms.    He  was  one 
of  the  Canadian  delegates  to  thr  colo- 
nial conference  in  London  in  1902,  and 
attended  the  coronation  of  the  king. 
In  1907  he  was  appointed  one  of  the 
delegates  to  the  imperial  conference, 
suid  was  one  of  the  king's  plenipoten- 
tiaries in  negotiating  the  Franco-Cana- 
dian treaty  in  1907.    In  recognition  of 
Mr.  Fielding's  services  as  mmister  of 
finance,  he  was  presented  on  April  35, 
1910,  with  a  fund  of  $ii6fiOO,  which 
was  raised  by  subscription. 

Pinley,  William  Thomaa,  Hon. 
(1853-  )i  a  lumber  merchant  and 
legislator,  bom  at  Lisbura,  Ireland, 
and  educated  at  the  Royal  i^cademical 
Institute,  Belfast,  Ireland.  He  settled 
in  Medicine  Hat  in  1883  and  was  may- 
or of  that  city  from  1900  to  1902,  and 
for  a  long  time  president  of  the  Medi- 


WkbM 

cine  H«t  Hoapiul  and  a  director  of 
the  Medicine  Hat  Rancfaii^  Ca  H« 
represented  Ms  constituency  in  the 
Northwest  Territories  from  1900  until 
the  organixatkm  of  the  territory  into 
P'W"^'  w*»«n  he  was  elected  to  the 
Alberta  legislature  in  1905  and  appoint- 
ed minister  of  agriculture  and  provin- 
ctti  secretary. 

XM^J^I.  *^^  •'*»V'  "on-  A.B., 
M.P.  (18SO-        ),  a  Canadian  states- 
man, bora  in  Montreal  and  educated 
in  the  high  school  of  that  city,  McGtII 
University  and  Trinity  College,  Cam- 
bridge.    During  his  university  career 
he  gave  special  attention  to  the  v:«i  - 
tific  principles  of  agriculture,  am;  H'iin 
completing  his  education  proceeded  co 
apply  these  in  the  broadest  and  most 
practical  manner.    As  a  result,  he  haa 
been  one  of  the  leaders  in  promoting 
the  agricultural   interests  of  Canada. 
He  was  tk   -d  president  of  the  Ensi- 
hige  and  Stock-Feeding  Association  in 
Montrwa',    and    vice-president   of    the 
Pr-A  icial  Dairy  Association.    He  was 
•11     xounder  and  vice-president  of  the 
< 'ucbec    Fruit    Growers'    Association, 
and    vice-president    of    the    Quebec 
branch  of  the  Dominion  Alliance,  also 
director  of  the  Brome  Agricultural  So- 
ciety.   Later  Mr.  Fisher  was  chairman 
of   the   American   delegatwn   at    the 
North   American   conference   for   the 
conservation  of  natural  resources,  and 
became  a  member  of  the  Dominion 
Conservation    Commission.      He    was 
first  elected  to  the  House  of  Cbmm<ins 
in  i88a,  and  with  the  exception  of  two 
terms  has  been  a  member  of  the  Cana- 
dian Parliament  since  that  date.     Chi 
the  formation  of  the  Liberal  ministry 
bjr  Sir  Wilfred  Laurier  in  1896,  Mr. 
Fisher  was  appointed  minister  of  agri- 
culture, which  position  he  has  contin- 
ued to  hold.     In  this  positron  he  has 
secured  the  enactment  of  numerous  im- 
portant measures  in  the  interests  of  Ca- 
nadian farmers.    Chief  among  these  are 
the  Fruit-Marks  Act,  the  Seed  Control 
Act,  the  San  Jose  Scale  Act,  the  CoW 
Storage  Subsidies  Act,  the  Meat  and 


I, 


'•I 


^  h.  I.-  ^*  ■'». expanded  the  work 
hi.  Vf  ''•"y  commiuioneri'  branch  of 

««ry  and  cold  storage  branch  a  im^i 
branch,  .  fruit  diyi.io'n.  t?oTeV  ^■ 
kets  divuion  and  a  tobacco  WvUha 

Of  veterinary  »Mfgeon«  to  «iard  aninit 
and  prevent  the  mread  ^FconSSou, 
diseasea.  and  to  inspect  all  SSS 

tended    »L!*'"'     <l«v«ion;     also     ex- 
tended   the    experimenul    farm    sv,- 

Sioni;  "X'lf '!*  "**  «irleS 
stations.    At  the  Central  Experimental 
Farm  he  caused  to  be  appointedl^ri 
culturists  and  cerealist.  '^ffe  SsS-' 
^supervised  the  constructSn  Su^l 

ea  tor  the  mstallation  and  care  of  Ca 

pomtment  of  an  historical  manuscriot* 
conunission.  consisting  of  dSSSffl 

faSS  th"^'"  -d  "perts'^Te 'IJ 
tawished  the  foreign  exhibition  branch 

dtn     !J"'P°'*  ^^  exhibiting  Cana- 
tio^,  'S"k''  ■'  intemational^ex^sl- 

ot  the  Canadian  exhibits  in  all  of  the 
foreign  expositions  in  which  he  eS 
mmion  has  taken  part  since  1900  Ht 
has  secured  from  the  United  StaS 
govenunent  the  removal  of  the  quar- 
antine restrictions  on  anadian  cittle 
and  provided  a  system  of  cold  sfSn^^' 

{mn,  r  "'P?'**'^^  perishable  pmdurts 
from  Canada  to  European  markets.  He 

fn  n^  r  .'"P*.*:^'''""'  *''e  issuing  of 
an  live  stock  pedigree  certificates  As 
acting  mmister  of  public  works  he  ap- 


FUmtIm 
pointed  th«  advisory  art  council   ami 
JmoUuced  and  carried  throughftirlS 
went  an  amendment  to  thTavUi^rT 

r;«^.nSiirjrthr.?s^^^^ 

STm^  appetitive  ««mfnatTon    7n 
1903  Mr.  tishtr  vated  Jaoan  in  .h- 

tim-     !?!*'  ^'^*'  '•«  "  crediled  at  that 

thT  r.^::';  •*«*""'"«  "eRotiatiS,'  s 

id  ii  ^^''^  Rovemment  which  result- 
Rri,  •  "**  T*^'  ratification  by  Great 
Britain  and  Japan  of  a  treaty  proS 

ada  of  the  most  favored  nVtlon  treat- 
m  'n  commercial  matters.  * 

U^'  ?^'!L^«"^«*«»"'  Hon. 

•k.  I     •  ,  *?e  "as  elected  a  member  nf 

west  *?e'  Si  """""^  °^  *«  North- 
to  the  U^.t?'  '"  '90^'  ""^  «»ected 
to  the  legislative  assemWy  of  Alberta 

rhlJ!!  ^"^  f*"'°"  °^  'hat  body  he  wu 

•^••S^  speaker  of  the  housT^^       *** 

Flaheriefc    The  Canadian  fisherie. 

he  minister  of  marine.  The  dm  es  of 
taWn^'^Tr  r  »°  '"Pervisi  the 
tfon  of  /k'''''  "'^  f"^*"*  the  deple! 
f^  fi  u"*'  '^°**  ^^^"aWe  varieties  of 

mmish     For  this  purpose  they  recom- 

S  ^Z'.-  ~""'?'"?  the  (imes  Tn 
which  certain  speaes  of  fish  may  be 
taken,  and  the  manner  of  taking  thcm^ 
Uiey  also  have  established  sixtS 
anf  Sm  1™"^?°"'  *«  Dominbn" 
nSled  "   ^'y  *'*  '"PP«««   " 

fiZ%^^  r°""*jy  ^^  '""^^  extended 

fnto  ^hr.^'H^'^-*'-  ?"y  "'  *vidcd 
mto  three  divisions—the  Atlantic   th* 

f^K^^"^-*''^'"'*"^-  The  Sine 
embraced  m  the  AUantic  division  1J 
5.600  miles  ,n  length  and  the  ^te« 


FlcQiiiig 

abound  in  cod,  mackerel  and  herring. 
The  Pacific  coast  line  has  a  length  of 
over  7,000  miles.    The  fish  Uken  here 
in  the  largest  quantities  are  halibut, 
black  cod,  anchovy  and  herruig,  smelt 
and  salmon.    The  Hudson  Bay  region 
has  not  yet  been  fished  to  any  extent, 
the  industry  here  being  mostly  confined 
to  whale  and  walrus,  but  seapike  and 
sturgeon  are  caught    The  inland  fish- 
eries comprise  4he  portions  of  the  Great 
Lakes  belonging  to  Canada  and  almost 
numberless    streams    and   other   lakes 
scattered  through  the  Dominion.     All 
of  these  waters  abound  in  fish,  and  in 
Ontario,  Manitoba  and  British  Colum- 
bia particularly,  the  inland  fisheries  are 
of  great  importance.    Those  of  British 
Columbia  excel  because  it  is  in  this 
province  that  the  great  salmon  fisher- 
ies of  the  Pacific  coast  region  are  lo- 
cated.   Other  fish  taken  from  the  in- 
land waters  are  white  fish,  lake  trout, 
river  trout  and  sturgeon. 


Poretta  and  Poreatry 

Prime  Meridian  Question,  Expeditions 
to  the  Pacific. 

/  fi*»'«°^«.    J"ot»    Kidd,     Hon. 
(1868-        ),  s^  merchant  and  legisla- 
tor, bom  in  the  Parish  of  Woodstock, 
New  Brunswick,  and  educated  at  the 
common  schools.    He  has  been  a  suc- 
cessful merchant  and  lumber  manufac-, 
turer.    He  was  first  elected  to  the  leg- 
islature in  1900  and  re-elected  in  1903 
and  1908,  in  the  latter  year  becoming 
provincial  secretary  in  the  Hazen  cabi- 
net 
Fletch'er,    Jamea,    LL.D.     (185a- 
),   a   botanist    and    entomologist 
bom  at  Ashe,  England,  and  educated 
at  King's  School,  Rochester,  England. 
He  came  to  Canada  in  1874  in  the  in- 
terests of  the  Bank  of  North  America, 
but  soon  resigned  his  position  and  was 
appointed  to  the  staff  of  the  Library 
of  Parliament  at  Ottawa.    In  i^  he 
was  appointed  Dominion  Entomologist 
to  the  Department  of  Agriculture  and 


VALUE  OP  FISHEBIEa  BY  PBOVINCEa* 


Proviaee. 


BiitUi  ColombU  . 
Ifuitoba,    AlberU 

katebewan   

Naw  Bmiuwiek 

Nova  Seotia 

Oatario   

Prince  Edward  bland 
QnebM   


and    8ai- 


Tssr 


1908—1907. 


$  4,748,8M 

1,478,6<S 
4,188,800 
7,841,802 
1,580,144 
1,009,570 
8,811,1»2 


Totah 823,101,278  |  $88,518,439 

'CaiMdim  rear  Book,  1008. 


1604. 
8  5,8l6,16t 

1,718,977 
4,071,084 
7,287,099 
1,793,229 
1,077,548 
1,751,897 


~mr 


8  0,850,216 

1,811,570 
4,847,090 
8,529,085 
1,708,95.<I 
998,922 
2,003,716 


820,749,582 


"IWJBT 


8  7,003,347 

1,492,923 
4,905,225 
7,799480 
1,734,856 
1,188,939 
2,175,035 


826,279,485 


15577 


8  6,12t,628 

968,422 
6,800,664 
7,682,330 
1A>S5,625 
1,492,696 
2,047,390 


825,509,940 


Plem'ing,  Sanford.  Sir  (1827-  ), 
Canadian  author  and  educator,  bom  in 
Scotland,  coming  to  Canada  at  the  age 
of  eighteen.  He  served  the  Northern 
Railway  for  twelve  years,  finally  be- 
ing appointed  chief  engineer  of  the 
road.  He  made  the  first  survey  of  the 
Canadian  Railway,  with  which  he  was 
associated  until  1880.  He  was  elected 
president  of  the  Royal  Society  of  Can- 
ada in  1SS6  and  chancelktr  of  Queen's 
University  in  1880.  Among  his  chief 
literary  works  are  Uniform  Standard 
Time,  A  Cable  Across  the  PacWc,  The 


continued  in  the  position  for  three 
years,  when  he  became  entomologist 
and  botanist  to  the  Dominion  experi- 
mental farms.  He  is  the  author  of  a 
lar^  number  of  reports  and  papers  de- 
scriptive of  the  insect  life  of  Canada. 

Poreata  and  Foreatry.  The  Cana- 
dian forest  belt  begins  on  the  Atlantic 
coast  and  extends  westward  through 
Nova  Scotia,  New  Brunswick,  Quebec 
and  Ontario  and  in  the  provirfces  fur- 
ther west  until  the  treeless  r^on  of 
the  great  central  plains  is  reached.  In 
width  this  extent  of  woodland  varies 


^1 


Foretti  and  Forestry 
from  two  to  three  hundred  miles  until 
the  region  south  of  Hudson  Bay  is 
reached    where  for  a  distance  of  one 
thousand  mUes  the  forest  has  a  general 
depth  of  about  400  miles.     The  for- 
est areas  not  under  private  or  provin- 
cial ownership  belong  to  the  Dominion 
^nl"!  T-'^  ^P""  ^y  *''«=  general  gov- 
tn?^T\^yi  •"  **"««  of  the  sut)er- 
hl  H     L°^  ^""'^I'y  *"^  irrigatiorin 
the  department  of  the  interior.     The 
Faafic  coast  forest  is  in  British  Colum- 
bia and  consists  of  the  wooded  areas 
ot  the  mountains  and  valleys  of  that 
province.    This  forest  area  differs  from 
that  previously  mentioned  in   having 
larger  trees  and,  in  some  places,  in  b^ 
mg  more  dense. 

At  the  ti.ne  of  the  early  settlement 
Of  Canada,  the  eastern  forest  was  un- 
broken from  the  Atlantic  coast  regions 
north  of  the  Great  Ukes.  but  the  ex- 
tensive lumber  interests  of  the  last  half 
century  have  practically  depleted  some 
large  areas.     The  most  valuable  tim- 
ber found  in  this  part  of  the  forest 
IS  the  white  pine;  next,  black  and  white 
spruce  and  then  hemkwk.    Some  hard- 
woods are  also  obtainable  and  in  some 
sections  the  balsam  fir  is  found.    Since 
the  develoiMnent  of  the  pulp  industry, 
many  trees  which  were  too  small  for 
lumber  have  been  cut  and  used  in  the 
manufacture  of  pulp. 

FoRESTV  Realizing  the  importance 
of  caring  for  the  forests  which  it  now 
has  and  also  reforesting  areas  which 
have  been  denuded,  the  Canadian  gov- 
ernment maintains  a  bureau  of  forestry 
and  employs  trained  foresters  to  care 
for  Its  woodlands.  The  chief  duties 
of  the  forestry  bureau  are  surveyine 

tori's*  rofrinna   tn  .4.4._«: »1__!  •'.      = 


Forget 

of  the  timber  on  the  different  areas 
ihe   superintendent   of   forestry    pre- 
pares  and  publishes  regulation^  /ov- 
esT^^nTP'"^  '"  thel)ominion  for- 
Pntuc    o  P^vent'n?  forest  fires. 
Forest  Reserves.    A  number  of  for- 
est reserves  have  been  set  apart  and 
are  under  the  care  of  the  gov^nment 
The  purpose  of  these  reserves  is  to 

withm  their  boundaries.  This  does  not 
rLn^A  ''°**^er  that  the  citizens  of 
Canada  are  to  be  deprived  of  the  use 
of  these  forests,  but  it  does  mean  that 
they  are  to  be  used  in  such  a  way  that 
their    timber    will    not    be    depleted 

arT^hf  R^H-^'^*  '■"e'7"  of  this  kind 
are  the  Riding  Mountain  Reserve,  hav- 
ing an  area  of  983400  acres;  the  Cy- 

w^n"    J"l5''l^''''*  '"  West  Saskatche- 
wan r^-d  Southeast  Alberta;  the  Pines 
^rest  reserve  southwest  of  the  North 
baskatchewan  river  n  Alberta  and  hav- 
JJE*"  *«?  °i  '45     quare  miles;  the 
Spruce    Woods    reserve    in    western 
Manitoba,  the  Beaver  Hills  reserve  in 
the   same   province,   and   the   reserve 
about  Crowsnest  Pass  in  Alberta.     The 
last  named  contains  a  large  amount  of 
timber,  but  it  is  in  the  midst  of  an  im- 
portant coal  mining  section  and   the 
timber  would  be  used  so  rapidly  with- 
out proper  oversight  from  the  govern- 
ment as  to  soon  deplete  the  entire  area, 
the  l>ominion  parks  are  also  regarded 
as  forest  reserves.  See  Parks,  Douin- 

ION.  ' 

Forge^   Emmanuel   Amedee,   for- 

S,7'  M°r-  ^J^7-  ).  a  barrister 
and  legislator,  bom  in  Marieville,  Que- 
bec, and  educated  at  the  Colleg?  of 
Marieville.     He  began  the  practice  of 

law  in    tfi«*v     mmJ   f «*  « 


forest  regions  'to  determine  their  eSSi?  fa  "  ^  'fc,  ^nH  ?**"  ^^e  practfce  of 

and  the  kinds  of  trees  which  they  cS-  ^Z  secrS;v^*  lu   *  """'.be'' o^years 

tain,  guarding  the  forests  from^  fires  of  MoSar  h,  ^LTu""^  °^  *'  ^''' 

and  assistinpr,  as  far  as  possible,  with  ?d  «S«S?v*  J/^th%^H  T  *fP°'"*- 

advice  and  in  any  other  way  in  olant-  «J.!^     •  ^»?*  ■,  "^'^  ^''ee^  com- 

in„.f,««o^.,  j.r-L.A!."  *"' r.P'?"t-  mission   in   Manitoba,   and  ten  years 


- . .- ^  .„  „..j  uinci   wAy  in  piant' 

mg  trees  on  deforested  areas.  The  for- 
est surveys  are  of  two  kinds,  those 
which  determine  only  the  extent  of  the 
forest  and  those  which  are  more  thor- 
ough and  determine  the  kinds  and  value 


— 4r— 


I  ..*— ...^/im,   oiiu   ren   years 

later  was  wie  of  the  commissioners 
lor  the  settlement  of  half-breed  claims 
in  Northwest  Territories.  On  the  reor- 
ganization  of  the  separate  government 
for  ti:e  Nortnw-st  Territories  in  1876 


Fort  Frances 
he  was  i^tpointed  clerk  of  the  ooundl 
and  secretary  to  the  lieutenant-gover- 
nor; later  he  became  clerk  of  the  as- 
sembly at  Regina  and  was  appointed 
assistant  commissioner  for  Indian  af- 
fairs for  Manitoba  and  the  Northwest 
Territories.  He  was  appointed  a  mem- 
ber of  the  council  of  puMic  instruction 
for  the  Northwest  Territories  in  1893 
and  Indian  commissioner  in  1^5.  In 
1898  he  was  appointed  lieutenant-gov- 
tntor  for  the  Northwest  Territories 
and  reappointed  in  1904,  occupying  the 
position  until  1905,  when  he  became 
heutenant-govemor  of  Saskatchewan. 

Fort  Frances,  a  post  village  of 
Ontario,  is  located  in  the  Rainy  River 
district  on  the  Canadian  Northern  rail- 
way. Its  industries  include  sawmills, 
a  brickyard  and  fisheries.  It  is  on  the 
site  of  a  large  water  power  and  is  well 
situated  for  the  establishment  of  manu- 
factories.    Population,  1909,  2,000. 

Fort  Saskatchewan,  a  post  village 
in  the  Province  of  Alberta,  on  the  Qi- 
nadian  Northern  railway,  18  mi.  fran 
Edmonton.     It  has  a  sawmill,  brick- 
yard, flour  mill,  banks,  stores,  churches, 
etc.    Populati(m,  190^,  estimated,  1,000. 
Fort  wiUiam,  a  city  of  Ontario,  sit- 
uated on  the  north  shore  of  Lake  Su- 
perior and  on  the  main  lines  of  the 
Canadian  Pacific  and  Canadian  North- 
em  railways,  861  mi.  from  Winnipeg. 
The  first  settlement  was  by  French 
traders  in  1669.    Its  railways  and  ex- 
cellent harbor  give  the  city  great  com- 
mercial importance,  and  it  is  one  of  the 
largest  traffic  centers  in  Canada.    Dur- 
ii^r  1909.  «.040  vessels,  having  an  aggre- 
gate of  5,960,000  tons,   entered  and 
cleared  from  its  docks.    There  are  13 
grain  elevatOTs,  with  a  c^dty  of  ao,- 
690,000  bushels.    From  here  77,9o6/xx> 
bushels  of  grant  were  shi(q)ed  in  1909. 
The  chief  manufactures  consist  of  flour, 
oatmeal,  iron  pipe,  car  wheels,  tin  ware, 
bnck  tile,  brooms,  wire  nails,  hardwood 
finishings,  hunber,  cigars,  cheese,  har- 
ness and  aerated  waters.    The  dty  has 
an  excellent  qrsteni  of  public  sdhools, 


Fnhon 

includmg  a  high  school     Population. 
1910,  25,00a 

Poster,  George  Solas  (1847.       ), 
a  Canadian  scholar  and  statesman,  was' 
bom  in  Carieton,  New  Branswick,  and 
graduated  at  the  University  of  New 
Brunswick  in  1868.    He  was  a  profes- 
sor of  history  and  classics  in  his  alma 
mater  until  1879.     He  served  in  the 
Dominion  House  of  ComAipns  in  1882. 
He  early  won  recogniticm  as  a  brilliant 
thinker  and  fluent  speaker,  and  in  1885 
Mtered  the  cabinet  of  Sir  John  Mac- 
Donald  as  minister  of  marine  and  fish- 
enes.    In  1888  he  was  appointed  min- 
ister of  finance  and  held  this  portfolio 
until  January,  1896. 
Foy,  James  Joseph,  Hon.   (1847- 
),    statesman,   bom    in    Toronto, 
Canada,  and  educated  at  St.  Michael's 
College,  Toronto,  and  Ushaw  Collie, 
Durham,  England.    He  practiced  law 
until  1898,  when  he  was  elected  to- the 
Ontario  l^slature.    He  was  appoint- 
ed commissioner  of  Crown   kmds  in 
1905. 

Frank,  a  post  village  and  mining 
settlement  in  the  Province  of  Alb«rta, 
on  Old  Man's  River  and  the  Canadian 
Pacific  railway,  15  mi.  e.  of  Crows- 
nest.  It  has  a  zinc  smelting  mill  and 
does  a  very  important  business  in  this 
mmeral.    Population,  i,aDO. 

Fta'serrille  or  Riviere  da  Loup, 
a  town  in  Temiscouata  co.,  Quebec,  on 
»the  Intercolonial  and  Temiscowata  rail- 
ways, 127  mi.  below  Quebec,  and  at 
the  confluence  of  the  Riviere  du  Loup 
wMi  Uie  Saint  Lawrence.  The  town  is 
aomev^at  noted  as  a  watering  place 
and  is  the  site  of  Fraser  Institute.  IV>p- 
ulation,  4,60a 

Fuhon.  Frederick  Jdm,  Hon.,  B. 
A*'.  ^'^'  (*862-  ),  a  barrister  and 
legislator,  bom  at  Bedlington,  England, 
and  educated  at  Hever^am  grammar 
school  and  Magdalen  College,  Cam- 
bridge. He  >  as  elected  to  the  legisla- 
ture of  Briti<^A  Columlria  fai  1900,  and 
again  in  1903  and  1907.  In  1903  he 
became  president  of  the  council  in  the 


m 


GEORGE  V 


Gallant 
McBride  administration  and  the  fol- 
lowuig  year  provincial  secretary  and 
minister  of  education,  which  portfolios 
he  retained  until  1906,  when  he  was  ap- 
pointed attorney-general.  In  March  of 
that  year  he  received  the  additional  ap- 
pointment of  chief  commissioner  of 
lands  and  works,  and  in  July,  1907,  he 
rehnquished  the  portfolio  of  attoraev- 
general.  ' 

Gallant,  Benjamin.  Hon.  (187a- 
),  a  merchant  and  legislator,  bom 
at  Bloomfield,  Prince  Edward  Island, 
and  educated  in  the  common  schools 
of  his  town  and  at  a  business  collie 
of  Charlottetown.  He  has  been  suc- 
cessful as  a  merchant,  farmer  and  man- 
ufacturer. He  was  elected  to  the  local 
legislature  in  1900  and  again  m  1904. 
In  1905  he  became  a  member  of  the  P*- 
•e"  government,  without  portfolio. 

Gait,  Alexander.  Sir   (1817-1893), 
Canadian  statesman  and  diplomat,  was 
born  in  Chelsea,  London,  and  came  to 
Lower  Canada  in  1835.    He  was  asso- 
ciated with  the  Cd(Hiization  Society 
until  1856.    He  entered  Parliament  in 
1849  and  again  in  1853,  remaining  con- 
tinuously  until  1872  as  inspector-gen- 
eral of  the  finances.    He  secured  the 
issue  of  legal  tender  notes  which  form 
the  lasis  of  the  {»-esent  currency  of  the 
I^wninion.    He  was  hig^  commissioner 
of  the  Dominion  in  England  from  1880 
to  1883.    Among  his  publications  are 
Chwch  and  Stale  m  Canada,  Chnl  Lib- 
erty m  Lower  Canada,  Future  of  the 
DominioH  of  Canada,  Relations  of  the 
Colonies  to  the  Empire:  Present  and 
Future. 

George  V,  George  Frederick  Emeet 
Albert  (1865-  ),  king  of  the  Unit- 
ed Kmgdom  of  Great  Britain  and  Ire- 
land, and  emperor  of  India,  the  second 
son  of  Edward  VII,  was  bom  at  Marl- 


borough House,  London,  June  3,  1865. 
At  the  age  of  13,  with  his  elder  brother, 
Albert,  Duke  of  Clarence,  he  entered 
the  navy  as  a  cadet,  on  the  ship  Brit- 
tonia.  Here  fw  two  years  the  princes 
were  subject  to  the  sanw  disdi^me  and 
drill  as  their  slupmates  with  whom  they 


George  V 

messed.    In  1879  they  were  transferred 
to  the  Bacchante  and  began  their  first 
«*5g    voyage.      The    following    year 
«ince  Geonn;  was  promoted  to  mid- 
shinnan.     This  was  but  a  bttfinning 
in  the  pnnce's  advancement  in  his  na- 
val career.     In  1884  he  became  sub- 
lieutenant and  the  following  year  he 
became  full  lieutenant.     In   1889  he 
was  given  command  of  a  torpedo  boat 
dunng  the  naval  maneuvers;  while  in 
command  of  this  boat  he  rendered  val- 
i«it  service  to  a  vessel  in  distress.    In 
]^  he  commissioned  the  first  gunboat. 
Thrush,  and  spent  a  year  on  it,  visit- 
ing Canada  and  the  West  Indies. 
..^  »*>2  Albert,  Duke  of  Clarence, 
died  and  George  beoune  heir-apparent 
to  the  throne  and  was  elevated  to  the 
pemge  as  the  Duke  of  Cornwall  and 
of  York.  The  foUowing  year  he  married 
Princess  May  of  Tedc,  the  ceremony 
taking  pbce  in  the  Chapel  Royal,  St 
/ames,  July  6.    There  are  six  children 
»n  th«  royal  household— Prince  Edward 
Albert,  generally  known  as  Prince  Da- 
vid, aged  .16;  Prince  Albert  Frederick, 
^:ed  15 ;  Princess  Victoria  Alexandra, 
MUed  Princess  Mary,  aged  13;  Prince 
Henry     Willuun,    aged     10;     Prince 
Geotge  Edward,  aged  8,  and  Prince 
John  Charles,  aged  5. 

In  March,  1901,  the  Duke  and  Duch- 
ess of  Cornwall  and  York  began  their 
journey  around  the  world  in  the  battle- 
ship Ophir,  which  had  been  luxurious- 
ly fitted  out  for  their  comfort.    The 
prince  and  princess  reached  Au;  tralia 
m  season  to  participate  in  the  events 
connected  with  the  openixig  of  the  first 
parliament  of  the  Commonwealth.  New 
Zealand  and  Tasmania  were  also  vis- 
ited.    The  next  objective  point  was 
South  Africa,  and  from  there  the  jour- 
ney was  continued  to  India  and  thence 
to  Canada  by  way  of  the  Pacific,  to 
Victoria,    British   Columbia.,  At   this 
time  the  prince  sp«ht  more  than  a  month 
m  the  Ewminion  and  made  a  study  of 
Canacbi's    resources    and   poE8ibilitie<r„ 
TIm  prince  was  again  in  Quebec  m 
1908,  as  the  king's  representative  at 


GibMm 

*e    Ter-Centenary    celebration    (See 
Quebec  Tee-Centenary).. 

On  rt«  death  of  Edward  VII,  May  6. 
1910,  Prince  George  was  proclaimed 
kiM:  as  Geoi^  V.    The  new  lung  has 
tad  excellent  training  for  his  position. 
His  years  in  the  navy  gave  him  an 
acquaintance    with    foreign    countries 
Md    when. his    father   ascended    the 
throne  he  mmosed  many  duties  upon 
the  Prince  of  Wales,  and  he  was  a  dSly 
visitor  at  Budcingiiam  Palace,  where, 
dunn|^  the  transacticm  of  lousiness,  he 
occupied  a  room  adjacent  to  that  of  the 
long,  with  open  doors  between  them. 
Moreover,  he  was  frequently  called  in 
oonultation  with  the  king  and  his  min- 
isters.   By  these  means  he  became  fa- 
miliar with  the  aifairs  of  the  empire 
and  the  duties  of  the  severe^,   men 
George  V  became  king,  therefore,  he 
was  well  prepared  to  assume  the  duties 
of  his  great  office.     Both  king  and 
queen  are  popular  with  their  subjects 
and  arc  well  known  in  all  the  leading 
colonies  of  the  enmire,  and  they  began 
their  reign  under  favorable  auspices. 

OOmm,  John  Mmiro  (iSjg-       ), 
an  eminent  divine,  bom  at  Wigtown- 
shire, Scotland,  came  to  Canada  in  1855 
and  frraduated  trom  Toronto  Univer- 
sity m  1862  and  from  Knox  Colkge 
Theok)gical  Seminary  in  1864.  He  was 
a  PreM>yterian  minister  and  served  Er- 
skine  Churdi,  Montreal,  from  1864  to 
18^4.    He  was  pastor  of  the  Second 
Presbyterian   Church,    Chicago,    from 
1874  to  1880  and  in  the  latter  year  ac- 
cepted the  pulpit  of  the   St   John's 
Wood   Presbyterian  Church,  London, 
Eiufhind.    He  has  lectured  extensively 
and  his  publications  include  The  Ages 
Before  Moses.  The  Foundations,  The 
Gosfel  of  Matthew,  Expositor^  Bible 
Sertes,  The  Unity  and  Symmetry  of 
the  Bible,  From  Faith  to  Faith,  The 
Glory  of  i,ife. 

OflNKMi,  JxOm  Mc. 
LUB.,  K.  C.  (1842- 
bari^ster  and  statesi 
towmhip  of  Toronto, 
cated  at  the  Central 


Hon.,  B.A., 

a  Canadian 

bom  in  the 

TO,  and  edu- 

of  Hamilton 


OoMm 

Md  the  University  Colleee,  Toronlo. 
He  became  examiner  in  law  in  1^71, 
and  in  1890  he  was  appointed  queen's 
counsel  for  the  government  of  Ontarid 
He  was  for  many  years  a  member  of 
the  board  of  education  of  Hamilton,  and 
also  a  member  of  the  Senate  of  Toronto 
University.    He  was  first  elected  to  tim 
le^^Iative  assembly  of  Ontario  in  1879, 
and  continued  to  represent  the  city  of 
Hamilton  until  1898.     From  1883  to 
1898  he  was  chairman  of  the  private 
bills  committee.    He  entered  the  On- 
tario provincial  government  as  provin- 
aal  secretary  in  1889.    In  1896  he  was 
appomted  commissioner  of  crown  lands, 
and  attoraey-^eral  in  1899.    In  1908 
he  was  appomted  lieutenant-governor 
of  OnUrio. 

Gilbert  Plains,  a  town  in  Dauphin 
CO.,  Manitoba,  on  the  Canadian  Nmth- 
eraradway.  Popuhition,  soa 
\  GUce  Bay,  a  town  of  Nova  Scotia, 
situated  on  Cape  Breton  Island.  It  has 
important  manufacturitwf  interests  and 
imiductive  coal  mines,  ft  is  also  an  im- 
portant station  of  the  Marconi  wireless 
telegraph.  It  was  at  this  station  that 
Marconi's  first  trans-Atlantic  message 
was  received.   Po{nilation,  6,95a 

Glacbtone,  a  town  in  Portage  la 
Prairie  co.,  Manitoba,  on  the  Canadian 
Pacific  railway  and  the  Canadian 
Northern  railway.  It  carries  on  an  ex- 
tensive trade  in  wheat,  flour  and  build- 
ing material.  The  churches,  schools  and 
public  improvements  are  good.  Popula- 
tion. 1909.  estimated,  ifioo. 

God'erich,  county-seat  of  Huron 
CO.,  OnUrio,  Canada,  kicated  on  Lake 
Huron,  at  the  mouth  of  the  Maitbmd 
River.  It  has  diverse  manufacturing 
interests,  salt  refineries,  vahnble  fisher- 
ies, a  good  harbor  and  excellent  commu- 
nication with  all  lake  ports.  Popula- 
tion, 5,000. 

Golden,  a  town  in  the  East  Koote- 
nay  District  of  British  Columbia,  on  the 
Cohimbia  River  and  the  Canadian  Pa- 
cific railway.  It  is  an  important  distrib- 
uting point  and  has  extensive  saw  inius, 


I 


Gouin 
•melters  and  nsh  and  door  fartorf^  Or«i«Wilre  Qty 

Population,  6oa  factories,     came  a  member  of  ♦!..«• 

i#Si  as 

Oowan,  Tame.  Roiw^   c;.   ,.„..      ipal  politics.    **^"'«  «•«'*«»  mumc 


elor. 
Oowan,  Jamea  Robert.  Sir   ri8re 

»«•    ne  bM;an  the  practice  of  law  in 
•,  and  four  v«>r«  i.» .  __*^.  "* 


jpal  politics. 

ber.  carriages  and  bSs     ?l.'  ""^ 
uwe.    Population,  1909,  estimated  at 

««»»■».  George  Perry.  Hon  ri8«o.     v"»  ^*'^^'='  ^reat  Northern  4  SS?; 
„^    >'»C««d«njouSisVSSlS2"-     sSS:"''*^^''-    ThenotScrSdg 


Qniid  Tmalt  Pacific  RailwiQr 

and  door  factories.    There  ii  alio  a 
foundry  in  operation.     Pcqwlation  in 

^rand  Trunk  Pacific  Raihragr.  The, 
officially  the  Trans-Contincntid  Rail- 
way, a  trunk  line  of  railway  in  Canada 
S rejected  to  extend  from  Monktoa. 
few  Brunswick,  to  Prince  Rupert  in 
British  Columbia.  The  name  Grand 
Trunk  Pacific  applies  technically  to  that 
portbn  of  the  road  west  of  Winnipeg, 
while  the  National  Trans-Continental 
railway  is  the  name  applied  to  the  east- 
em  division.  The  Grand  Trunk  Pacific 
railway  was  incorporated  by  act  of 
Parliament  in  1903,  and  is  under  an 
agreement  with  the  Canadian  govern- 
ment to  construct  and  o^rate  a  line  of 
railway  between  the  points  named  on 
the  Atlantic  and  Pacific  Oceans.  When 
completed,  the  estimated  mileage  of  the 
main  line  is  3,600  miles.  In  additkm  to  , 
this  there  will  be  numerous  branch  lines 
extending  northward  and  southward 
from  the  main  line,  and  opening  up  ter- 
ritory not  yet  deveteped.  The  eastern 
division  extends  from  Monkton  to  Win- 
nip^,  a  distance  of  i^oo  miles,  and  the 
western  division  from  Winnipeg  to 
Prince  Rupert,  Pritish  Columbia,  on  the 
Pacific  coast,  a  :;istance  of  1,756  miles. 
The  main  line  has  already  been  com- 
pleted from  Winnip^  to  some  miles  be- 
yond Edmonton,  Alberta,  and  an  exten- 
sion eastward  from  Prince  Rupert  has 
been  b^un.  It  is  e:q)ected  that  the  en- 
tire line  will  be  completed  some  time  ia 
191 1.  The  important  branches  to  be 
constructed  are  as  foUows:  (i)  The 
Quebec  extension,  comprising  four 
lines;  (2)  the  Onterio  extension;  (3) 
the  Manitoba,  Saskatchewan  and  Alber- 
ta extensions,  comprising  eight  lines; 
(4)  the  British  Cdtmibia  extension,  to 
comprise  two  lines;  (5)  the  Dawson 
extension,  one  line,  and  (6)  the  Hudson 
Bay  extensi<m.  These  branches  em- 
brace a  total  mileage,  of  about  5,000 
miles,  and  with  the  main  line  will  form 
the  most  magnificent  railway  system  in 
the  world.  It  is  contemplated  to  place 
steamship  lines  in  operatioo  to  connect 


Qrast 

the  Atlantic  and  Pacific  tarmtni  of  Mm 
road  with  foreign  ports.  Since  the  dis- 
tance from  Prince  Rupert  to  the  pwts 
of  the  Orient  is  considerabty  less  Hum 
that  f nxn  ports  farther  south,  the  Grand 
Trunk  Pacific  railway  will  have  a  de- 
cided advantage  in  its  trans-Pacific 
trade. 

Grand  Trunk  Kalhnnr.  Th«  main 
line  of  the  Grand  Trunk  raihwav  sys- 
tem extends  from  Porthuid,  Maine,  to 
Chicago,  Illinois,  by  the  way  of  M<m»- 
treal  and  Tortmta  Most  of  the  system 
lies  in  the  provinces  of  Qud)cc  and  On- 
tario; a  branch  extends  from  Richr 
mond  on  the  main  line  to  Levy,  opposite 
the  city  of  Quebec,  and  oAer  branches 
and  leased  unes  enable  the  system  to 
make  direct  connection  between  Mon- 
treal and  New  York  and  Boston.  Three 
puaOel  lines  extend  through  that  part 
of  Ontario  lying  north  of  Luce  Erie,  and 
these  are  connected  by  numerous  cross 
lines,  one  extending  as  iu  north  as 
Lake  Temiskaming.  Another  inmor- 
tant  line  extends  from  Montreal  to 
Parry  Sound,  bv  the  way  of  Ottawa. 
Branches  in  Michigan  connect  with 
Grand  Haven,  Muskq;on  and  Bay  Gty. 
Direct  connection  between  Chicago  and 
New  York  is  made  throi^  the  Ldush 
Vall^  line.  The  Grand  Trunk  is  the 
oldest  railway  systm  of  Canada.  It  is 
noted  for  its  erectitni  of  the  dd  sus- 
pension bridge  across  the  Niagara  Riv- 
er, its  constructkm  of  the  Victoria  tubu- 
lar bridge  across  the  St  Lawrence 
River  at  Montreal,  and  for  the  mag- 
nificent steel,  structures  wMch  now  oc- 
cupy the  sites  of  the  origfaud  bridges. 
The  Grand  Trunk  Railway  Company  is 
afliliated  with  the  Grand  Trunk  Pacific 
Railway  Company. 

GHr«nt.Akxinder,Rev.  (1844-1897), 
a  Bi^ptist  clergyman  promiiwnt  in  the 
missions  of  his  dei-.aiination  in  West- 
ern Canada.  He  was  for  a  time  super- 
intendent of  misswns  in  Eastern  Can- 
adi,  then  went  to  Winnipc^where  he 
became  pastor  of  the  I^rst  urardi  and 
editor  of  the  denominational  magaaine. 
He  was  drowned  in  August,  1907. 


si   Sf^r*'  "!nL**3  became  pasSTof 
St  Matthews  Church.  HthfaT  wherl 

^««e,  Kingston,  and  during  Wsin 

G«nff^^^''--^'^    » 
Grant  has  been  one  of  the  leaders  iS 

hs  dwiomination  in  Canada  Sd  us<S 

.  ^^h.  J««n««    Alexander.    MD 

ScJSn'nd'"^  •"   Inve.Ss.K: 
^loiuana,    and    educated    at    Dhmm,'. 

Ji»«]^«ft.  Kingston.  2.d  Mccfe 
versity,  Montreal    Uter  he  becLn*  a 
"J»iber  of  the  Royal  Coll^^ur! 
gjons.  England  and  the  R^|  Collie 

hSy^U^f  "^  "*  "<'"  tocklirSad^in" 

m^n^.  throughout  hb  career, 
wnen  Ottawa  became  the  seat  nf  Th- 
Dominion  govermnent  he  wLf  LjotoT 

Urd  Monck.  and  has  been  appdnS 
to  a  like  position  to  each  succeedinl 
pvemorp     ->ral.    Dr.  Gran?  has  wrif 

a?J  r^Jnii      ^^f  °"'  »"^  ^'^  articles 
ll'**i°<^  "-  of  great  value. 

rhS"!!!^"?*'  *  *°*°  of  Simcoe  CO 

Koica  Lakes,  uu  the  Grand  Trunk  and 
Canadian  Pacific  railways,  iia  mi  from 
J™°^nd  about  the'^^a.ie  *:,£JS 
i^A^T^  ^y-  '^^'^  chief  indusiriS 
"idude  large  saw  mills,  a  found^^ 


OtMm 

^r  and  furniture  factory,  boat  build- 
ing esublishmenti.  a  wag£  S  2ih 
jmnuf^ry^  and 'other^SSJi;?  S«t 

plant  and  a  power  plant    The  focaRtv 

hurif^i?'*^^*^'"'  aS^  gT^«^ 

•ort^opuUtion^  1909,  3,soa 

loST???'^' j?**"*^  Hon.  (1838. 
JflL^  S?"^**"  "tatesman.  wai  bflb 
tiL^?'""'  Eneland,  and  edu«tedS 
the  public  schopTs  at  Huron,  SiSria 

in  il^  Si  k5!  '^^"^  to  Manitoba 
>n  1878  and  became  representative  from 

of  Manitoba  for  several  years.  *^       " 
Qnamooi,  a  town  of  British  Co. 
j™b«,  situated  in  the  Kettle  Sm  S 
tnct,  on  a  branch  of  the  Canadum  rT 
cific  railway,  about  10  mi.  ToTmS- 
rtl  »"*', the  United  States  bounda^ 
Itu^^'^^  "Jdustries  are  mining  S 
smeltutf.    The  town  has  three  ban^ 
four  churches,  and  good  «5S>UA 

teteS'hS'f'S'^^  ^^^> 
trv  jf!r  *j  The  surrounding  coun- 
tn^  IS  devoted  to  farming  an!  fruit 

on^h??^^*  «*?.">  Saskatchewan 

swi^'""'P^-     ^*  »  «"  important 
Orenfell,  Wilfr«l  T,  M.D.  ( 
7'  a  physidto  and  surgeon,  edu- 
cated 2t  Oxford  University.     He  wSi 
o    £1 1'  "^^  »«ff*^«g?and  nJS 

UshhfJ^h/r  l*!f  *e  "eader  in  estab- 
"sning  the  Labrador  Deep  Sea  Mission 
He  first  came  to  UhradJr  in  ,&S  S 
has  since  spent  his  life  in  giviS  as- 
sisumce  to  tfie  fishermen  aSd  ^hm 
fs  f^  °1  '^'-  '"hospitable  coastSJ 
It       ?."*!'.*  *"*«»■  «nd  speaker  and 
through  his   work,   wHHnff  Sd  ad 
dresses  has  become  wideirkftDwn  t 
'SST'  the  United  sStf'  *" 


Onfln 

•on.  Itf  kading  induitriet  are  the  man- 
ufacture of  flour  and  the  s^>ping  of 
wheat  and  other  graini.  The  town 
and  the  surrounding  country  are  inhab- 
ited almost  entirely  b>'  Menmmites,  and 
this  and  neighborine  villages  are  pat- 
terned after  the  old  Russian  vilta^. 
The  surrounding  district  is  one  of  great 
wealth.  Pqmlation,  1909,  estimated  at 
3,000. 

Griffin.  Martia  Joseph  (1847-  ), 
a  barrister  and  legislator,  bom  in  St 
Johns,  New  Foundund.  and  educated  at 
St.  Mary's  CoUege,  Halifax.  He  be- 
gan the  practice  of  law  in  1868  and  in 
1873   was  chosen   assistant  to    Hon. 

iames  McDonald,  in  the  preparation  of 
is  case  as  counsel  for  Nova  Scotia  be- 
fore the  Halifax  Fisheries  G>mmis- 
sion.  He  early  began  writing  for  the 
press  and  for  a  number  of  years  was. 
connected  with  the  Halifax  Chromcle. 
In  the  year  that  he  began  the  practice 
of  law  he  also  became  editor  of  The 
Express  and  continued  in  that  position 
until  1874,  when  he  was  elected  to  the 
local  legislature.  From  1878  to  1879 
he  was  private  secretary  to  Hon.  James 
McDonald.  He  then  became  the  edi- 
torial representative  of  the  Toronto 
Mail  at  Ottawa,  and  in  1881  he  was 
elected  editor  in  chief  of  that  leading 
daily,  which  position  he  held  until 
1885,  when  he  resigned  to  become.libra- 
rian  of  the  Parliamentary  Library  at 
Ottawa. 
Hl^art,  John  Graham,  Hon.  (1836- 
),  a  politician,  bom  in  Perth,  On- 
tario, and  educated  in  his  native  town. 
He  began  business  as  a  miller  and  soon 
turned  his  attention  to  local  politics, 
entering  the  town  coundL  He  was 
chosen  mayor  in  1867,  1869  and  in 
1871.  In  187a  he  was  elected  to  the 
House  of  Commons  and  continued  to 
hold  his  seat  until  1876.  He  was  post- 
master general  in  Sir  John  McDonald's 
government  and  also  during  the  ad- 
ministration of  Sir  John  Aboott  until 
189a,  when  he  was  transferred  to 
die  department  of  railways  and  canals. 
In  18^  he  became  the  kadcr  of  the 


Hvrto 

Ontario  Conservativea  in  the  House  of 
Cmnmons.  While  in  chaive  of  the  rail- 
ways and  canals  he  ooiiq>Kted  the  con- 
stritction  of  the  Saidt  Ste.  Marie  canal 
and  secured  high  praise  by  his  manage- 
ment of  the  Intercolonial  Railway. 

Huuia,  William  Jeha,  Hon.,  K>C. 
(1863-  ),  a  Canadian  barrister  and 
statesman,  bom  at  Adelaide,  Ontario, 
and  educated  in  the  public  schools  of 
the  townships  of  BroMce  and  Lamlrton. 
He  was  first  elected  to  the  legislature 
of  Ontario  in  1902  and  reetected  in. 
1905,  in  which  year  he  was  appointed 
provincial  secretary.  Mr.  Hanna  is  a 
distinguished  orator  and  debater. 

Harcourt,  Richard,  Hon.  (1849- 
),  a  Canadian  educator  and  states- 
man, bom  in  Haldimand,  Ontario,  and 
educated  at  Toronto  University.  He 
began  his  career  as  a  teacher  in  the 
high  school  and  later  was  high  school 
principal  and  inspector.  In  187^  he 
entered  upon  the  practice  of  law,  and 
in  1890  he  became  provincial  treasurer 
for  dntario.  He  has  been  prominent  in 
business  circles  and  president  of  a  num- 
ber of  trust  and  insurance  companies. 

Hardy,  Arthur  Sturgia,  Hon.  (1837- 
),  a  statesman,  bora  at  Mt.  Pleas- 
ant, Ontario,  and  educated  at  the  Mt. 
Pleasant  grammar  schools  and  the 
Rockwood  Academy.  He  began  the 
practice  of  law  in  1865  in  the  city  of 
Brantford;  in  1876  he  was  made 
queen's  counsel  by  the  Ontario  gov- 
emment ;  in  1873  he  entered  the  legis- 
lature of  the  province  and  in  1877  he 
entered  the  Mowat  administration.  In 
1889  he  became  commissioner  of  the 
Crown  lands  and  during  the  absence 
of  Sir  Oliver  Mowat  in  Europe  in  1895, 
he  served  as  acting  premier  for  On- 
tario and  in  the  jtollowing  year  suc- 
ceeded Mowat  as  premier  of  the  prov- 
ince. Mr.  Hardy  has  been  instra- 
mental  in  securing  the  passage  of  a 
large  number  of  acts  which  have  been 
hinily  beneficial  to  his  province. 

Harria,  Robert,  R.C.A.  (  -  ), 
an  artist,  bora  in  Wales,  and  educated 
at  the  Prince  of  Wales  Collie,  Char- 


Itenrd 

«»  h"  profesiion  m  Paris.  luiv   ^1 
SSd'S?^?'''^    After' tlrhe^- 

i^mi^    ,"?'°  ■"<'  *«  appointed  a 

rt*tion  of  Artists.     He  was  alsT  tfe^ 
Pre«dent  of  the.  Onurio  Socie"    of 

iSw.  cH^^J  A«»<'«»ny.  London,  the 

fcS?  „H^"P  h,s  residence  in  Mon- 
n^l  and  became  the  director  of  the 

He  w.  known  chiefly  as  Tfieure  sSS 
SSHP^T-    Two  of  hlTp^Jtu^i 

^tnfL    ^^'"•^'''''''■'"""''  Which  were 
painted  under  commission  from  the  Do 
mm.on  government  and  is  an  aSuri?e 

I^  « Jf?  «<'««tifi«i  with  the  kadimr 
art  awooation,  of  an«la  during  XS 
^dttKc  ,„  the  Dominion  and  for  a 
number  of  years  was  president  of  the 
fiLS^''^  Association  of  Artisu 
MMmd.  Prancia  L.,  Hon..  K.C. 
iL^  I*  n  (.'  ■  hamster  and  legislator 
i?™J"  BeHevue  and  educated  in  tS 

fn^  !„  .  *^*  lepslature  of  the  prov- 
wce  w  1904  and  reelected  in  100&  l„ 
^S  he  was  appointed  a  meS£r  of 
^executive  council  in  the  Petm  ad- 
Se?  oT'th!"*^  ".  ^9°9  he  SaS^ 
"leportfolio  of  attorney  general 

tei°r*'""^  ^'*S7-       ),  a  CanaSJ. 
^ster  and  statesman  bom  in  Woo" 

JnMj,  Peterborough  and  Toronto  Uni- 

wei  T*JSiJ**''  T^  *°  *«  North- 
wett  Temtones,  where  he  eng«g«d  in 


practice  at  Fort  McLeod.    In  1887  he 

JTX  fi«»  1^  "«»  y«ar  was  elected 

HAJ'iia&Srser^^^ 
influence  untU  he 'became  |£Sr?f  Ihe 

SS^  v''H'u'*""°"  »»"•'  «he  chanse 

v^position.    He  has  been  premier  ■»- 
ed!]^-  «'";^'   ""I   comnSsSSr'  of 
Swllh  ""*  ^°"''*«*  Territories 
CO    SrS?**"^'*  ^"'^  o'  P«»cott 

Gr.nH  i'*™^:Atlantic  railway  and 
Orand  Trunk  railway.     The  chief  in 

exist  in  large  quantities  in  ti.e  vicinity 
IJ*  to*"  "  well  built  with  good  pavid 
streets  and  granalithic  sidewalks      1? 

S'^'ELf  ^^'^  «hoollS  «Vod 
high  school;  also  one  of  the  best  ^ 
rate  schools  in  the  province    ^S^\ 

Roman  Catholic  churches.    The  church 

i^tholic  denommations  are  worthv  of 
JI^«1  mention.    Populati^TiU 


He  became  a  clerk 


?*  5?**rJ''*"d' I"-  ne  Decame  a  cleric 
Sfe6^t""wayse'SS?i„',tJ 
Grand  T*  t"  f*^"''  """^er  of  ^ 

dent  of  the  Central  Vermont  raflwav 
Canadian  Express  Company  SJi' 
Stjriair  Tunnel  Company.^ 

«»«»«l,y^^  ''  *  barrister  and 
B™«^  i!.  "^T  **  Oromocto.  New 
f™"'*J*',  and  educated  at  the  com* 
mon  schools  at  Frederickton  andlhe 
Umversity  of  New  Brunswick.  He  wa! 

?2;h  ♦^  '^^strar  and  treasurer  of  X 
institution   from   i88a  to   iSon    ^I 

FiSerS^'^r-^'W^o 
In  ,^Cf^  *"**  '°'"  two  years  mayor. 
tSr^'j  ""°^*'  *°  Saint  John  Sd 
CT  ^""^»i«  year  was  electwl  to  the 


Hotne  of  GMnmoiu,  but  wm  tmnieceM- 
ful  in  189&  In  1899  ^  *■•  elected  to 
the  legUntare  and  returned  »t  the  gen- 
eral dectkwu  of  1903  and  1908.  In 
1899  he  became  kaider  of  the  Oppoti- 
tkm  and  under  hia  fuidance  tlw  v]^ipo- 
aition  party  defeated  the  Robinaon  gov- 
ernment at  the  general  election  in  1908. 
Following  tUa  election  Mr.  Hazen  was 
called  upon  to  form  a  government, 
which  he  did,  auuming  the  portfolio  of 
premier  and  attorney  generaL 

Harbert,  Louit  ntiUjppa  i^^3> 
),  a  acttlptor,  bom  in  Samte  S<^e 
d'Halifax.  At  the  age  of  ax  he  went 
to  Masaachuactta  and  engaged  in  work 
on  the  farm,  but  during  Uiis  time  exer- 
cising hia  inclinatioa  for  carving  in 
wood.  In  1873  he  went  to  Montreal, 
where  he  obtained  a  prize  for  a  imall 
bust  carved  in  wood  at  the  |Mrovincial 
fair.  Soon  after  this  he  began  to  study 
with  Bourssa,  a  painter  and  sculptor  of 
Montreal  After  five  years  he  went  to 
Paris  and  spent  one  year  in  studyiiuf 
there,  when  he  returned  to  Canada.  He 
haa  designed  a  number  of  public  stat- 
ues for  Canada,  anumg  which  is  that 
of  Sir  George  Cartier  in  the  Parlia- 
ment Square  at  Ottawa,  and  that  of 
Sir  Jcim  McDonald  at  the  same  place. 
In  1886  he  was  ounmissimed  by  the 
govemnwnt  of  Quebec  to  design  a 
number  of  historical  statues  for  the  1^- 
ialative  buildings  of  that  province. 

Hendria,  Jdm  Stratheam,  Hon., 
C.V.O.  (1857-  ).  a  Canadian  legis- 
lator, lum  at  Hamilton,  Ontario,  and 
educated  in  tlw  Hamilton  public  school 
and  Upper  Canada  CoIIor.  He  was 
elected  a  member  of  the  Ontario  legis- 
lature in  1902,  and  reelected  in  1905 
and  1908.  In  1905  he  was  appointed 
minister  withotU  portfdio  in  the  Whit- 
ney administration.  He  was  also  a 
member  of  the  national  battlefields  com- 
mission, and  chairman  of  the  railway 
cmnmittee  in  the  l^islative  assembly. 
Mr.  Hendrie  is  a  successful  business 
man  and  is  a  member  of  and  director  in 
a  number  of  important  financial  compa- 
nies, anumg  these  being  the  Bank  of 


Hamiltoo,  the  Hamilton  Bridg*  Worica 
Company,  of  which  he  ia  prettdeat,  the 
Great  Wnt  Life  Assurance  Company, 
and  the  Northern  Navigatkm  Coi»> 
panv. 

Haadria.  WUUmb  (1831-  ),  • 
capitalist,  bom  in  Glas|;ow,  SeotMad, 
and  educated  in  tlw  high  schoob  ia 
that  city.  He  came  to  Canada  in  1854 
and  b^gan  working  in  the  general 
freight  offices  of  the  Great  Westem 
Railway  at  Hamilton,  Ontarb.  In  1885 
with  Joltn  Shedden  he  introduced  the 
railway  cartage  system  into  Canada. 
Later  he  became  widely  known  as  a 
railway  promoter  and  cmitractor,  bodi 
in  Canada  and  the  United  States.  He 
has  been  officially  connected  with  nu- 
nwrous  large  organizations  and  was  the 
chief  promoter  of  the  Hamilton  Bridge 
Worica. 

Ha^altr,  a  town  of  Waterloo  co., 
Ontario,  situated  on  the  ^>eed  river 
and  on  the  Canadian  Pacific  and  Grand 
Trunk  railways,  la  mi.  s.  e.  of  Berlin. 
It  is  also  connected  bv  electric  railway 
with  the  towns  of  GUt,  Preston  and 
Waterloo.  Ita  leading  industry  is  the 
manufacture  of  woolens,  in  which  it 
ia  one  of  the  most  prominent  towns  of 
Canada.  There  are  also  manufadoriea 
of  furniture,  wood-working  machinery, 
heating  and  ventilating  systems.  Tlie 
town  contains  elevators,  ornamental 
iron  works  and  machine  sbc^.  Popo* 
lation,  1909,  3,550. 

High  RiTcr,  a  town  in  the  province 
of  Alberta,  oa  the  Macleod  branch  of 
the  Canadian  Pacific  railway,  40  nd. 
s.  of  Calvary.  It  has  sawmilb  and 
planing  mills,  is  in  a  very  rich,  fertUe 
district,  end  is  an  important  point  for 
shi{^ng  grain.  Po|mlation  in  1909, 
i3oa 

Hodgiaa,  John  George,  LL.D.,  a 
historian,  ham  in  Dublin  and  educated 
at  die  U^per  Canada  Academy  and  Vic- 
toria College,  Cobourg.  In  1844  he 
entered  the  department  of  Upper  Can- 
ada as  chief  clerk,  and  was  afqwhited 
secretary  of  the  provincial  boanl  of  ed- 
ucation. In  1855  be  was  pnmioted  to  be 


Kewdm 

hS^JKi.'"'*^****^  •'  eduction; 
2*?  ««•  •PpofaliMnt  he  wmt  abrwul 
to^y  the  nwted.  in  the  nomSuS 
."^'•e'«<»««.o' Dublin.  OnhUretnrn 
i  w?^  ^  tatroduced  a.  much  ^£ 

country  u  teemed  practicahie  and  in 

E^Tw  ?"*•?  **'  ^""^  education 
worP  a«  an  educator.  Dr.  Hodcins  has 

S?^r2y  *>'»*»«  ^^f""  cvwwAi  /««* 

»»tof  Edneahon  wd  one  of  the  pio- 
~m  in  preparing  jchool  book/ in 
ufT^  He  u  the  author  of  the  .ycAoff/ 

I  2!.    '*f''f  f?*'  •y*''f*<*  fl»«f  Ante- 

(  I  ory  History  of  Education  in   Upper 

£!!^  "^  ^'^  ^JP^*ion  and  His- 

''**^  J«n»«  H^  Hon.  (i86o- 
..  J'u*  "^^'ter  "»d  legidator.  bom 
c.  7^ T^  <>»tario,  and  educated  at 

mayor  of  Neepavn  from  1900  to  1903, 
to  which  year  he  was  elated  to  the 
J^jtature  fa  Manitoba  and  reelected  fa 
iW.  becoming  raUway  commissioner 
tor  the  pnmnce  fa  that  year. 

Hope,  Joam*-,  Hon.  (fgcu-ig?*) 
was  the  leader  \u  Nova  Sc^tiaS  Sr- 
mg  reqjonsible  government.  He 
learned  the  trade  of  printer  and  after- 
wards became  a  pubfisher  and  editor. 
He  refused  to  unite  with  Mackenrie 

SJ.H??S."  ^  V"*'  "«*  Lower 
Canada  Rebellion  of  1837,  but  he  vigor- 
ously attacked  the  exi«&ig  evils  Ke 

^T^\.^}''  »«3S  he  was  proSe- 
cuted  for  h-bel  and  ^fended  hiJnself. 
He  won  hu  case  and  became  the  idol 
fi.™  ?«>▼>«*•  He  was  elected  to  the 
Igrfature  and  aided  in  securing  the 
liberties  which  he  demanded  as  im  ed- 

ml'^'C-  ^**''5  .remained  fa  pubUc 
Hfe  onfal  hjs  death  m  1873.  During  bis 
career  he  was  successively  speaker,  sec- 


-W— 


wtonr  of  rtate  and  premier  of  Nova 
&««•.  After  the  confederation  he  be- 
anie a  member  of  the  Dominion  ijov- 
•nunent.  and  at  the  time  of  his  death 
WM  governor  of  Nov.  Scotia.   On  .Jv- 

fact  fa  England.  He  was  notci  ,  an 
orator  and  was  the  author  of  Sf^-cchct 
Mrf  Pi.4^  Letters.  Life  and  T,m,s  of 
Howf.  Western  and  kastern  hamble, 
utdLepilattve  Revieuv. 

r.Sl'^^^«»  "dward.  Hon. 
ilm  J»  rJ',^  druggist  a...|  Icpisiator. 
11™  J**  Cha«-lottetown,  P.mu:  r  ward 

ItTt'/"^"*'^'.'**  •*  ^  '  '"^f  of  \»  iJcs 
■^d  St.  Dunsun's  colic,?,.,      p.  „,„ 

elected  to  the  legislature  in  kv a  anl 
•g««n  in  1904  and  1908.  when  i.e  v,  .s 
appomted  a  member  of  the  Haszard  . 
""«""2^'  *'*''°"*  portfolio. 
di.tS^S?'  *  *°*"."'  »*«  Muskoka 
SlS  ?"**"°'  *^  ^  G™"**  Trunk 
««w«y.  24.  mi.  n.  of  Bracebridge.  It  is 
noted  for  its  mw  mills,  planing  mill. 
S  iM?'""'^!*"''*  °Ji  woolens,- it  also 

fin?^*^****^  >'""  '900  immigra- 
tion has  increased  very  rapidly.    This 

Seslem'S^'^  *°  the  op^l/of  the 
WMtern  provinces  and  unexcelled  op- 
portunities for  agriculture  which  thU 

SrS  ^^'"i  l^°''^''-  Immigration  is 
m  charge  of  the  superintendent  of  im- 
migration, and  he  is  assisted  by  mspect- 

^i^H*!  1  *K  "'°"'  ^'^'  •"  the  DomiWn 
and  also  by  agents  which  the  govem- 
m«itmaintains  fa  some  of  the  cities  of 
^^'  The  department  is  careful  and 
stnct  concemmg  the  cUss  of  people 

t*ow  not  having  a  sufficient  amount  of 
money,  or  a  trade,  or  prospects  of  such 
employment  as  will  enable  them  to  sup- 
port themselves,  as  well  as  those  of  irlT 
moral  character  and  those  who  would 
otherwise  become  undesirable  citizens 

of  this  service  is  due  to  the  care  exer- 
cued  by  agents  in  European  cities,  who 
endeavor  to  mdtice  only  desirable  peo- 
pte  to  enter  the  Dominion,  and  who^ 
their  watchfutoess  and  objections  often 


Indian  Head 

prevent  the  coming  of  many  who  would 
neccMarilv  be  excluded  when  they 
reached  the  Canadian  ports.  Immigra- 
tion for  the  fiscal  year  ending  March 
31, 190Q,  was  I46,90&  Of  these  59333 
came  from  the  UiUted  States.  See 
DouiNioM  Lands. 

The  following  taUe  shows  the  immi- 
gration for  1905-1908,  inclusive: 


Irrigatioa 

ties  to  the  amount  of  $ioox>oo  are  r«> 
quired  for  companies  incorpcmrted  in 
other  countries.  These  securities  must 
be  deposited  with  the  government  to 
insure  the  fulfillment  hy  the  ompany 
of  their  oblu;ations.  There  are  now 
over  <me  hunwed  companies  doi^i^  bnsir 
ness  within  the   Dominion,  and  the 


Ifalted  kingdi 


We 

Seotek  

Iriah    

Other  BritUh  Pouenions. 

United  States  

Enrope — 

fVaaee  

Itaty  

Belginm 

Qemiaajr  

Anetria-Himgiirj  .... 

BoMik 

Norway  

Sweden  

Other  Covntriee 

Orientala  and  Negroet 


Totah  146,628     215,812 


13387 


4BJ21 
788 

11,898 

>^4 

765 

44,588 

1,408 
44S78 
988 
8,114 
10,898 
8,877 
1,891 
1,680 
8,544 
1,413 


1AM.     I     1^7.     '    IMA. 


78,860 
90S 

18,681 

5,861 

965 

68,782 

2,029 
7,217 
1,167 
2,689 

10,754 
4,658 
1,578 
1,881 

18,580 
5,870 


98,808 
1,054 

25,187 
7,011 
4,884 

56,687 

2,640 

13,076 

1,800 

8,511 

82,806 

7,988 

1,707 

8,866 

17,067 

18,498 


877,878 


89,805 
528 

11,676 
8,718 
2,785 

57,818 

1,944 
4,006 

775 

1,886 

11,081 

8,868 

654 
1,015 
4,615 
3,691 

148,700 


Indian  Head,  a  town  in  the  prov- 
ince of  Saskatchewan,  on  tLe  Canadian 
Pacific  railway,  43  mL  e.  of  Rq^a.  It 
has  large  flour  mills,  a  sash  and  door 
factory,  and  grain  elevators.  The  Do- 
minion Experimental  Farm  is  located 
here.    Population,  a,ooo. 

Inland  itevenucs.  See  Canada,  In- 

DUSTXIAL  DeVBLOPMEMT  OP,  FINANCES. 

loniafail,  a  town  in  the  province  of 
Alberta,  on  the  Calgary  &  Edmonton 
branch  of  the  Canadian  Pacific  railway. 
Tt  has  flour  and  saw  mills  and  carries 
on  an  extensive  trade  in  flour  and 
lumber. 

Insurance.  All  insurance  compa- 
nies operating  in  Canada  are  under  the 
direction  of  the  superintendent  of  in- 
surance and  are  required  to  obtain  a 
license  for  doing  business  within  the 
Dominion.  If  the  Company  is  a  Cana- 
dian company,  securities  to  the  amount 
of  $5C.'vx>  are  required,  while  securi- 


amount  of  risk  assumed  averages  about 
$aoo  per  capita. 

Intercolonial  Railway,  The.  This 
railway  is  a  government  line  extending 
primarily  from  Moncton,  New  Bruns- 
wkk,  to  Montreal,  by  the  way  of  Levis, 
and  akmg  the  soutii  bank  of  the  Saint 
Lawrence  river.  It  has  numerous 
branches  which  connect  with  important 
staforti  !i  New  Brunswick  and  Nova 
Scotia,  namely,  Point  du  Chere,  Picton, 
Halifax,  .'^aint  John,  S:fdney,  and  North 
Sydney.  :The  entire  mileage  of  the  sys- 
tem is  1,447  miles*  The  line  passes 
through  an  important  agricultural  re- 
gion and  touches  numerous  important 
commercial  centers. 

Irri£;atioa.  The  irrigation  projects 
of  Canada  are  k>cated  m  the  semi  arid 
regicMu  in  the  southern  part  of  AlberU 
and  Saskatchewan.  Much  of  the  work 
has  been  confined  to  tlM  bwer  l»>ds  in 
the  vallcgrs  of  breams,  because  these 


( 


Zrrifitioii 

hnds  CM  be  easily  irrigated.    On  such 
^ds  tlie  work,  ie  nSuy  thoS  tS 

STL^'fSlaS/inttv'i' 
»2^8  can  ^  irriMted  only  by  cL 
operation  on  a  sulfciently  ikrge  scS^ 
S,j£"t  <"  the  constructior??  iSe 
*tehes.  dams  and,  in  some  instance 
'we.nroirs.  Because  of  this  thrS 
m»K)n  government  has  adopted  At 

«na»  and  aflowmg  the  purchaser  tr, 
^^  iWtion%orks  mdS^prS 
scribed  rules.    Some  of  the  most '^S^ 

?SI  ThT  *'  J""^****"  of  these 
the  ri^hf  f^*  «>"P«ny  has  been  given 
tnt  nght  to  divert  water  from  the  Bow 

S?s  riv^  *'""*«^?''  *  'o"«  Periodin 
WIS  nver,  a  sufficient  supply  for  irri- 

Sn^  "°?»  °f  their  lan^ll  be  S- 

laSf«Ji*'''**!r  •*  *°  *«  stored  in  a 

C^^J  V^''-^'"'^y  ""'^  irrigation 
^P<»y  Project.  The  lands  of  this 
company  he  between  the  line  of  aI 
^pany's  raUway  and  the  Sf„t°Ma%' 
nver  the  southern  part  of  Alberti 
The  company  is  authorized  to  Srm 
«d  th/M^**?  ^*^*  ^^^'y.  the  BeHy 
SchasJ  ^d  7"f  •  ""'^  "  P*™'tted  I 
ESidTft^     ^f^'i^P.  ^^o-ooo  acres  of 

"2^-  Over  331  miles  of  canals  have 
*«n  constructed  in  this  vicinUy  JS 
the  mam  canal  has  a  capacity  oriS 
cubic  feet  of  water  per  sSd  ifu 
found  that  the  sugar  beet  SS  £  raised' 
JJ^^ofijablyontheirrigatedtnTol 

eJ'r^T'^T/''^  ^'^f^y  Proj. 
Ke  aW  »t?r*  '^'i^l*'^  this  company 

*WI  from  Alberta  and  north   from 


Joly 


Bow  nrer.  The  tract  is  nearly  fiftv 
miles  wide  by  115  miles  long  ind  cS 
pr«es  some  3,000,000  acres.  The  wX 
It  ?'r.^'-?.'"  the  Bow  r^ven 
The  Aylwin  Scheme.  This  I.  -  nri 
^««  enterprise  embracing^  ...,fS 
of  some  69,000  acres  of  l5id  which  the 

sresittw^?'  *o  p-cS;riSd 
h:d?uSs^i;U"ed!^^''^p'^^-* 

Reservoirs.  Successful  irrieation  on 

oiUlTi^  '"  *^*  southern  part 
AllSf,*-'''!?*"'.*"^  «'"them  part  of 
Alberta  is  dependent  upon  the  aWlih, 

srKlhr'"^^^«»theS: 

son  wiien  they  are  most  needed  Tw. 
necessitates  the  construrti^f  ^toiSe' 
reservoirs  in  various  locStS.  ^nS 
yet  an  open  questwn  as  to  whether  th! 

Johnson,  Pauline  E.  f       .       \  . 

SSL^T*  ^^''f^^ood.  Ontario,  ind 
Rrw!^''^  P."^*te  tutors  and  at  the 
Branftord  model  school.  ShThas  h«^ 
a  frequent  contributor  to  QnadSi^ 
American  reriodicals.  HeTEst^Ll^ 
"«  °«  Indian  subjects^d  SS 

In  the  Shadows,  and  InAptu     sS^S 

E  anJ  A°*"  J^"?'  '■"  n»ny  Can.! 
dian  and  American  cities.  ^^ 

JoSufcJ  ^Siiet.''''  ~"»ty-,eat  of 
t'A^Sm^tion^^^'  Vr^  -  the 

wSr  mill"^'  .  "^^^*^^-     -  iuSi  ^ 
woolen    mills,    the    manufacture    of 
threshing  machines,   of  pa^   br.VW 

Joly,  De  Loibiniere  Henri  Qwtave 

Hon.  Sir.,  D.C.D.,  L.L.D.7r8aSTS* 

a  Statesman,  bom  in  France  ^rf^^' 

cated  at  the  Keller  schSpLl  *fe 

^  to  Canada  and  eoter^d^  S 


•fimwr—yvT^j 


study  of  tow,  bqiinning  te  practice  in 
1855  is  the  city  erf  Quebec;  m  1878  he 
was  created  queen's  counsd;  in  1861 
he  was  derted  to  ^  Caawtfan  Assem- 
My  uti.  took  a  prominent  part  in  the 
movenHMt  wlidi  resulted  in  the  c(»>- 
federatiea  of  the  awvinces;  he  was 
elected  to  Hat  irst  Hevse  of  Commons 
in  1867  and  reaiined  a  mtmber  of  ih»t 
body  until  1^4.  when  he  retired  frmn 
his  positon  in  Ifce  Himse  of  Cofwnoas 
to  cmitinue  witfi  the  local  legidature; 
in  18;^  he  was  appointed  preoMO'  of 
Quebec  and  in  1885  *hc  retired  fewi 
public  life,  tait  ten  years  toter  «  re- 
sponse to  a  call  from  his  party,  he  txxk 
an  active  part  in  the  fonnation  which 
led  to  the  electam  of  Sk  Wilfred 
Laurier  the  followmg  ye«r.  He  was 
again  elected  to  the  Hcmse  oi  CoamcHis 
and  on  the  formation  of  te  Laarier 
ministries  he  became  comptssler  of  m- 
land  revenues. 

Joumaliam.  In  1752  the  Halifax 
Gaxette  made  its  appearaiKe  u  the  first 
rttempt  at  Canadian  joumidism;  the 
second  attempt  was  at  Qudicc  in  1764. 
The  Unlory  of  early  journatiaii  in  Can- 
ada coaanenced  with  much  fervor,  only 
to  siidc  during  some  political  eonvulsioa 
a  few  years  toter.  Montreal  cfaons  dis- 
tinct credit  for  two  thii^ :  It  produced 
the  first  (fattly  paper  in  the  Domouoo,  the 
Motored  Dady  Advertiser,  established 
by  H.  S.  Chafunui  in  1833 ;  and  it  pro- 
duced the  first  penny  paper  in  the  jmov- 
ince,  the  Montreal  Transcript.  Upper 
Canada,  the  Ontario  of  today,  saw  its 
first  paper  on  Apr!  13,  1793,  The  Up- 
per Canada  Gazette  and  Ammean  Or- 
acle. 

A  number  of  papers  followed  m 
rapid  succession.  In  1824  there  ap- 
peared the  Colonial  Advocate  under  the 
editorship  of  William  Lyon  Madcenzie. 
He  is  the  most  notaMe  character  in 
mid-century  Canadian  journalism.  The 
journalism  of  the  '50's,  '6o's  and  '70's 
produced  many  able  writers.  In  Mon- 
treal the  late  Hon.  Thomas  White,  the 
tote  Tdui  Tolon-Lesperance  and  John 
Rowk  of  the  Catette;  Hugh  Graham 


KMIIiOOpi 

and  Heary  Oalby  of  the  Star;  Jdm  and 
J.  R.  DcwfM  ai  the  Witness  and  E. 
Goff  Penny  of  the  Herald,  have  been 
foremost  in  the  development  of  daily 
journalism.  In  Toronto  J.  C.  Patter- 
son, Charles  Bdford  and  M.  J.  Grittn 
of  the  Moil;  Edmund  Farrer  of  die 
Globe;  W.  F.  Maclean  of  the  Worid, 
and  David  Creighton  of  the  Empire 
are  heroic  characters  of  independent 
thought  In  Halifax.  J.  J.  Stewart  of 
the  Herald;  in  St.  John,  J.  V.  Ellis  and 
S.  D.  Scott  of  the  Sun,  and  in  Winni- 
peg, W.  F.  Luxton  and  William  Cald- 
w«l  were  the  earlier  journalists,  and 
R.  L.  Richardson  of  the  toter  period. 

The  powerful  provincial  w-ess  had 
able  representatives  in  the  Gazette  of 
Kingston  (1801).  Every  trade  has  its 
trade  journal,  every  village  its  paper; 
every  denomination  and  every  scien- 
tific and  historical  society  its  rq>resent- 
ative  organ. 

In  1855  there  were  about  one  hun- 
dred ptAlications  in  the  shape  of  period- 
icals and  political  newspapers,  of  which 
about  thirty  were  published  in  Lower 
Canada.  The  census  of  Canada  for 
185 1  gives  the  number  of  compositors 
at  90a  The  census  for  1901  gives  the 
number  at  6,550.  In  1900  the  total 
periodical  press  equipnient  of  the  coun- 
try was  1,251  publicatioos.  There  axt 
puUicatkms  in  German,  French,  £>»i- 
ish,  Swedirii,  Icelandic,  Gaelic,  Chinodc 
and  oat  wUch  used  three  tonnages, 
namely,  Cree,  French  and  English. 

Kuidoope.  a  town  in  the  Yale  dis- 
trict of  SS^h  Columbia,  is  situated 
at  the  junction  of  the  North  and  South 
Thompson  rivers,  on  the  main  line  of 
the  Canadian  Pacific  railway,  of  which 
it  is  one  of  the  divisional  points.  It  is 
an  important  commercial  and  adminis- 
trative center.  The  surrounding  region 
is  devoted  to  stock  raising,  mixed 
farming,  fruit  growing,  lumbering  and 
mining.  The  IcHine  industries  in  the 
town  are  saw  mi.  ,  -ash  and  door  fac- 
tories, box  factories  and  a  canning  fac- 
tory, machine  shops,  a  brickyard,  a 
brewery  and  a  cigar  factory.   The  town 


^iS" 


Kwlo 

owns  its  light  and  water  systems.  It 
IS  also  the  seat  of  good  educational 
facilities  conteining  a  public  school,  a 
high  school  and  two  jM-ivate  schools, 
it  raaintajns  a  daily  and  weekly  paoer 
and  is  the  seat  of  the  Dominion  govern- 
inent  land  ^ce  and  Indian  agent  office, 
a«o  the  offices  of  customs  and  inland 
revenue.    The  site  of  Kamloops  is  1,150 

l^J't'''^  !,*t'=''  *"'•  ^^  town  is 
noted  lor  its  salubrious  ?jid  healthful 
chmate,   which   makes   it  a  desirable 
summer  resort.    Population,  1,80a 
■   7*^\  *  "*y  °'  ^"*>«'i  Columbia. 
»L°^  '"  the  Kootenay  district,  on 
the  Kaste  and  Socan  branch  of  the 
Canadian    Pacific   md   on   the    Great 
Northern   railway.      The    surroundinir 
country   ,s   admirably   suited   to    fruit 
^ing  and  there  are  important  sul- 
pnor,  I^d,  zinc  and  copper  mines  near- 
oy.     The  town  contains  ,1  nuMhtf  of 
lumber  mills,  and  is  an  important  ship- 
ping pomt  for  tfa«  mines.    It  owns  fts 
waterworks  and  has  a  system  of  elec- 
tric lights     Populatbn,  1909,  ijoo. 
Keewatln.  a  village  of  Ontario,  it 

^.  J^^*''*'  "^"I'  «"^  °*  the  Lak^  of 
the  Woods,  on  the  Canadian   Pacific 
rallwa3^  1^9  mi.  e.  of  Winnipeg.    The 
site    affords    extensive    water    power 
which  is  rapidly  bein';  utilized  byman- 
ufacturlng  companies.     The  chief  in- 
dustries include  lumbering,  fishing,  boat 
and  launch  building  and  the  manufac- 
ture of  flour,  which  is  conducted  on 
quite  an  extensive  scale,  the  total  capac- 
ity of  the  mills  being  over  9,000  bar- 
rels ^r  day.     The  surrounding  coun- 
try affords  good  hunting  foi  both  laree 
and  small  game  and  the  city  is  a  favor- 
ite summer  resort.     Population.  1909, 

Keno'ra,  a  town  in  the  district  of 
Kenora,  Ontario,  and  the  industrial 
center  of  the  Lake  of  the  Woods.  Its 
chief  manufactures  are  lumber,  flour 
and  boats.  The  town  has  splendid 
schools  and  public  buildings.  As  a  sum- 
mer resort  Kenora  is  one  of  the  most 
beautiful.     Population,  6,500. 

Ker'nighan,  Robert  Kirkland  (iSsr 


— «1— 


King 

t>    t}j  .*  ^  ""*  journalist,  bom  at 
Kushdak  Farm,  near  Hamilton,  On- 

!1°',  *5**.  educated  in  the  common 
school  of  that  city.  When  20  yeai^f 
age  he  was  appointed  to  the  staff  of  the 
Hamilton  Spectator  as  local  editor  and 
toter  became  editor  of  the  Winnipeir 
:>tm.  He  is  widely  known  as  the  author 
of  many  patriotic  and  humorous  songs. 

Khan.      These  have  been  published  in 

firi.    J}'''  "'i'^^  P^P"'^'"  °f  these  songs 
IS  The  Men  of  the  Northern  Zone 

Ken-,  James  Kirkpatrick,  Hon.,  K. 
C.JIJJ41-        ).  a  Canadian  statesman. 
^™  ".**'■  ?"1^'  0«ario.  and  X 
cated    in    the    Hamilton   and    Guelph 
grammw-  schools.    He  began  the  prac- 
tice of  law  in  1862,  and  in  i88i  was 
created  the  Queen's  cowise}  by  the  gov- 
wnment  of  OnUrio,  and  in  1896  by  the 
I>>minion  government.     He  became  a 
member  iA  the  Senate  in  1903,  and  in 
I9a>  was  appointed  speaker  for  the  elev- 
f"^,  ?«-hame«.     Mr.  Kerr  is  prom- 
^      r  ^=«"»«  circles  and  has  heW 
sorae  of  the  most  important  oflices  in 
the  g^ft  of  that  order.    In  1883  he  re- 
rrJ^  ?'  distinguished  order  of  the 
Grand  Cross  of  the  Temple  from  the 
Prmcc  of  Wales,  later  Edward  VII. 

Killar  ney,  a  village  of  Manitoba, 
situated  on  the  southern  branch  of  the 
Canadian  Pacific  railway,  60  mi.  w.  of 
Morden.    It  is  the  outport  for  the  Tur- 
le  Mountain  region,  and  is  beautifully 
located  on  a  small  lake  of  the  same 
"^,^-    l* '?  the  seat  of  an  annual  live 
stock  exhibition,  and  is  also  a  desirable 
summer  resort.    The  town  is  well  built 
contains  an  up-to-date  town  hall,  good 
school    privileges   and    electric    lilhts. 
Population    1909.  estimated,  1,200 
Kwg,  Jonathan   M..   D.D.    (1829- 
i";,  a  Canadian  clergyman  and  edu- 
cator born  at  Yeteholm,  Scotland,  and 
educated  m    the   University  of  Edin- 
burgh and  the  University  of  Halle   He 
came  to  Canada  in  1856  and  engaged 
in  missionary  work.  In  1883  he  b^cme 


'>.A;iicge  at 


Wimiipcf  $mi  held  thai  position  dur* 
jug  tfic  rconunder  of  his  life.  Dr.  King 
is  Kfarded  as  one  of  the  founders  of 
education  in  Western  Canada. 

Kng,  WUUam  Lyon  Madnnxi*, 
Hon.  (1874-  ),  statesman  and  ccon- 
oemt,  bom  in  Berlin,  Ontario,  and  cd- 
Hcated  at  University  of  Toronto,  Har- 
wwd  University  suid  University  of  Oii- 
ea^.  He  has  represented  Canada  as 
spcdai  conmissioner  in  matters  rela- 
tive to  industria]  questions ;  he  has  b«n 
secretary  and  chairman  of  the  Royal 
Commission,  and  government  concili- 
ator in  over  forty  industrial  strikes ;  he 
is  one  of  the  founders  of  the  Canadian 
Club  of  Ottawa  and  was  its  president  m 
1904-1905.  Among  his  publications 
are  The  Secret  of  Heroism,  Special  Re- 
ports to  the  Cmadian  Government  and 
Recreations.  He  was  a  member  of  the 
Dominion  cabinet  in  1910. 

Kmga'ville,  a  town  of  Essex  co,, 
Ontario,  on  Lake  Erie  and  the  Pere 
Marquette  railway,  29  mL  from  Wind- 
sor. It  has  canning  and  sash  and  door 
factories  and  woolen  and  flour  mills.  A 
great  many  people  spend  the  summer  at 
this  place.    Population,  1,850. 

Laddne,  lah  sheen',  a  town  located 
in  Jacques-Cartier  co.,  Quebec,  8  mi. 
s.  w.  of  Montreal.  It  is  an  impotant 
railway  centier.  The  chief  manufactur- 
ing firms  are  the  Dominion  Brkige 
Company,  the  Dominion  Wire  M^u- 
facturing  Company  and  the  Asbestos 
Manufacturing  Company.  The  town  is 
situated  or  the  Saint  Lawrence  River, 
opposite  xhe  famous  Lachine  Rapids, 
and  is  a  beautiful  summer  resort  and 
also  popular  for  winter  sports.  The 
water  power  derived  from  the  fall  in 
the  river  has  resulted  in  the  location  of 
extensive  electrical  power  works,  from 
which  the  power  is  transmitted  to  Mon- 
treal.    Population,   1909,  10,000. 

Lacomtw,  lah  com',  a  town  in  the 
Strathcona  district  of  Alberta,  on  the 
Calgary  &  Edmonton  branch  of  the 
Canadian  Pacific  railway,  1 14  mi.  n.  of 
Calgary.    The  town  is  located  in  a  very 


t:«l  agricultural  and  grazing  district,      iaativc  AsacuiMy 


The  dikf  industries  center  about  tih* 
ocoytioB  of  agriculture  and  stoek 
raising.    Population,  i,ioa 

La  Coate,  Akaamkr,  lah  cost'.  Sir 
(1843-  ),  aa  eminent  Canadian  ju- 
rist, bcmi  in  Boacherville,  Quebec,  and 
educated  at  St.  Hyadnthe  Collie  and 
Laval  University.  He  selected  the  pro- 
fession of  law  and  was  made  queen's 
counsel  in  i88a  He  was  a  member  of 
the  legislative  council  of  Quebec  frcHn 
1882  to  i^,  and  was  called  to  the 
DominuHi  Serate,  where  he  remained 
from  1884  to  1891.  In  this  year  he  was 
made  chief  justice  of  the  province  of 
Quebec,  and  m  1892  privy  coundkir  of 
Canada. 

Laggan,  a  station  on  the  Canadian 
Pacific  railway,  situated  in  the  heart  of 
the  mountains  of  British  Columbia,  526 
mi.  e.  of  Vancouver.  The  place  has 
attained  world-wide  reputation  because 
of  the  beauty  and  grandeur  of  the  sur- 
rounding mountain  scenery.  Lake  Lou- 
ise, one  of  the  most  attractive  of  moun- 
tain lakes,  is  about  two  miles  distant. 

Lampman,  Archibald  (1861-1899), 
a  Canadian  poet,  bom  in  Kent  co.,  c5n- 
tark),  and  educated  at  Trinity  Uni^-er- 
sky,  Toronto.  On  the  completion  of 
Ws  educaticm  he  entered  the  civil  serv- 
ice department  at  Ottawa.  While  in 
collie  he  began  to  write  poems,  but 
did  not  publish  his  iirst  work  until 
iffl8.  He  now  ranks  among  the  strong- 
est of  American  singers.  In  1895  he 
was  elcied  F.R.S. 

Lan*7.  D«»id  V.,  Hon.,  M.D.,  M. 
A.  (1866-  j.  a  physician  and  legis- 
lator, heesa  at  Memramcook,  New 
Brunswick.  Mid  edtaated  in  the  com- 
■wn  schoflis  and  St.  Joseph's  Univer- 
sity. New  Brunswick.  At  the  forma- 
tic«  of  tte  Hazen  nanistry  in  1908  he 
was  gtmea  the  positkai  of  commissioner 
of  agriculture. 

Langevin,  Hector  I.asus,  iabnzhe- 
van',  Sir  (1826-  ),  a  satesman, 
bom  in  Quebec.  He  reaAy  took  up  th« 
profession  of  law,  was  elected  mayor 
of  Quebec  in  1857  airf  catered  the  L^- 


ine  sHne  year,     tie 


Langevia 

be^e  a  member  of  Parliament  in 
11  fd  was  appointed  postmaster 
general.  In  1879  he  was  appointed 
mmister  of  public  works.  "«""«> 

Th^f  *^"?,^"^  Philippe  Adelwd. 

S^^f  ^^^.•'^.shop  of  St.  Boniface, 
5°™  »t  St   Isidore,  Quebec,  and  edu- 

t?^  'L!'"^  ^"'P|«^  Co»«^<-  Mon- 
treal.    After  completing  his  education 

•vf  fH**  ^?''  *  J'""'  professor  of  classics 

In  \^?k'^^  !""".  ^.''''=''  ^"^  graduated, 
m  1881  he  entered  the  order  of  Oblats 

IJDnrT  "o^^T*  P""*  the  following 
year,  in  1885  he  was  appointed  to  the 
chair  of  theology  in  the  university  of 
Ottawa  and  kept  this  positwn  for  debt 
years,  when  he  went  to  Manitoba  and 
became  superintendent  of  all  the  Oblat 
Missions  of  the  Northwest  Territories, 
in  1894  he  became  pastor  of  St.  Mary's 
Church  at  Winnipeg  and  the  next  ywr 
WM  eterted  Archbishop  of  St.  Boniface. 

piiSS^*'  ^^^  ^^''"  K«th 
i-etty-Fitanaunce,  Marquis  of  (1845- 

),  a  Bnhsh  statesman,  educated  at 

Eton    and    Balliol    College.    Oxford. 

When  a  young  man  he  entered  upon  a 

i»8  and  1883  he  held  successively  the 
offices  of  lord  of  the  treasury,  under- 
secretey  of  war  and  under-secretary 
for  Ifflfaa.     In  1883  he  was  appointed 
governor  general  of  Canada,  to  succeed 
the  Mwquis  of  Lome.    In  1888  he  was 
made  the  viceroy  and  governor  general 
of  India,  and  continued  in  this  office 
for  five  years.    In  1895  he  became  sec- 
retary of  war,  and  in  1900  secretary  of 
state  for  foreign  affairs.  He  was  leider 
of    the    Opposition    in    the    House    of 
if  ^j    ''"ring    the    discussron    of    the 
Lloyd-George  budget  in  1909, 

Launn.  lozon,  or  St.  Jowph  De 
Levis,  a  town  of  Quebec,  situated  in 
Levis  CO.,  on  the  s.  hank  of  the  St.  Uw- 
rence  River  and  am  the  Intercolonial 
railway.  30  mi.  from  Lewis.  It  has  an 
important  lumber  trade,  lumber  mills 

and     pnvrrnm*nf     <lrwJ.e       r>__,..,.. 
'909.  3>?90- 
L«M^toii,  lem'ing  ton,  a  town  in 


Latbbridge 

Essex  CO.,  Onurio,  37  mi.  s.  e.  of 

Si  mI;°"^^'  Michigan  Central  and 
Pere  Marquette  railways.  It  has  a  large 

to^ro"  ^T^!'  ■~"^"'y  P'~l«<:e  afd 
r   S.^-    ^^"'afon  in  1908,  3/x». 

^       I'    ■*'*^  ^•'  '*  hlahnk'  ( 1865- 

;,  a  business  man  and  legislator 

born  at  East  Pubnico,  Nova  ScSa    He' 

engaged  m  mercantile  business  at  West 

P^ico  and  was  first  elected  to  the  lee- 

S?  S,  /"  '97  he  became  a  mS- 
ber..  without  portfolK,.  of  the  Murray 

Leda:,  a  town  in  the  province  of 
Alberta  on  the  Canadian  PadS  raS- 
^'on  i"^-  T^*  Strathcona,  with  a 
Ked"at'tS  ''"'""    ^"P"'**'-'  ^^ 

^^TtenSiS  sj^ 

L»^»»,.University.     On  compl^ng  Ws 

lat^r'lIuSi.H'.  '"^'^f   •"   j'"--^-"^ 
ater  studied  law,  and  was  admitted  t(^ 

oftS!'i  ^'896hebecameamembS 
fJ^  'aw  faculty  of  Laval  University 
?1J^"''^'^  ^^^  dey'-ee  LL.D.  He  was 
elected  to  the  House  of  Commons  The 
same  year,  and  has  been  reelected  at 
each  g^cral  election  since.    In 7^4  he 

fpr  dl'^  'If  V'  appointed  postmat' 
ter  general  of  the  Dominion.     QmS 

f 'I„^^«  "^^  V^^  goverranenTMn 
Lemieux  continued  his  interest  in  our- 
nalism  and  m  law.  In  1907  he  wis  a 
speaal  commissioner  to  lapan  for  the 
purpose  of  settling  the  Asiatic  immi- 
gration difficulties. 

^*««f  Slave  Lake,  a  lake  in  Al- 
berta.  about  100  miles  long  and  ra 
miles  broad.  The  lake  is  loSitedin^ 
very  fertile  district  Area.  ^^ 
acres.  j*v***» 

the  Canadian  Pacific  and  AlSTiail- 
ways,  109  mi.  w.  of  Medic»e  Ifet  tj- 
u7^V^  important  railw^  ce«er  and 
«s  located  m  the  vicinity  of  rieh  coal 
mines,  five  of  which  an  m  ^^ 


i 


i 


Lcwcs  Rivsr 

The  surrounding  country  is  fertile  and 
devoted  to  the  raising  ol  wiieat.  The 
climate  is  ideal  and  tht  town  has  an 
important  trade  with  tiie  surrounding 
country.  The  chief  industries  include 
iron  works,  brick  works,  flour  mills,  a 
woolen  mill  and  a  brewery.  Population 
in  1909,  12,000. 

Lewea  River,  in  Yukon  Territory, 
has  its  source  in  Laberge  Lake,  aid 
after  receiving  the  waters  of  the  Teslin 
and  Big  Salmon  rivers,  it  flows  north- 
ward to  the  Yukon. 

Liwd  Rivw,  in  British  Columbia, 
rises  in  the  Cassiar  Mountains  and 
flows  into  the  Mackenzie  River  at  Port 
Simpson. 
Light'haU,  William  Douw  (1857- 
),  a  poet  and  novelist,  bom  m 
Hamilton,  Ontario,  and  educated  at  the 
Montreal  high  school  and  McGill  Uni- 
versity. He  began  the  practice  of  law 
in  1881,  but  in  connection  with  his  pro- 
fession he  has  been  a  student  of  Cana- 
dian history  and  was  one  of  the  found- 
ers of  the  Society  of  Canadian  Litera- 
ture. He  originated  the  series  of  his- 
torical tablets  placed  in  the  streets  of 
Montreal  and  was  a  leader  in  the  move- 
ment which  secured  the  erection  of  the 
Maisonneuve  monument.  He  has  also 
been  a  prolific  writer  and  in  addition 
being  the  author  of  a  number  of  studies 
on  psychok)gy  and  ethics.  He  is  the 
author  of  Thoughts,  Moods  and  Ideals, 
a  vc^ume  of  poems,  Songs  of  the  Great 
Dominion,  and  Canadian  Poems  and 
Lays,  in  addition  to  a  number  of  prose 
works. 

Lind'say,  a  town  in  Victoria  co., 
Ontario,  on  the  Scugog  River  and  the 
Grand  Trunk  and  Canadian  Pacific 
railways,  70  mi.  e.  of  Toronto.  Its  chief 
manufactures  are  lumber,  flour,  sashes 
and  doors.  There  are  good  schools, 
churches  and  public  buildings.  Popula- 
tion, 1901,  7,003. 

Lis'towel,  lis  to'el,  a  town  of  Perth 
CO.,  Ontario,  Canada.  It  is  an  impor- 
tant railway  junctktn  on  the  Grand 
Trunk  railway  and  is  noted  for  its  trade 


U 

in  agricultural  products.     Population, 

Literature,  Canadian.  The  litt^- 
ture  of  Canada  may  be  very  properly 
divided  into  the  foUoWins  divisions: 
Period  of  exploration  ana  discovery; 
period  of  settlement ;  pre-confederation 
period;  period  since  confederation. 

The  period  of  iliscovery  and  explora- 
tion begins  with  the  earliest  accounts  of 
those  who  attempted  to  plant  on  this 
continent  a  new  civilization.  The  very 
beginnings  of  this  literature  lie  far  back 
in  old  French  annals.  The  chief  of 
these  worics  reach  down  to  the  very 
bedrock  of  Canadian  history.  The 
chronicles  o(  Cartier's  voyages;  Cham- 
plain's  narratives;  the  histories  of 
Marc  L'Escarbot  and  G.  Sogard;  the 
writing  of  Father  Hennepin;  the  an- 
nals of  Father  le  Clerq,  and  the  history 
by  Pierre  de  Charlevoix  are  the  most 
important.  These  furnish  the  basis  of 
the  early  literature  and  are  the  most 
important  source  of  history.  It  is  as 
true  of  Canada  as  of  any  oUier  country, 
that  the  devlopment  of  the  institutk>nal 
life  of  the  country  colors  the  literature 
r'f  :;  ly  particular  period. 

i'arkman  was  one  of  the  earlier  writ- 
ers o'  the  period  of  settlement,  and,  it 
iiiust  be  said,  one  of  the  most  interest- 
ing. His  works  are  a  veritable  mine  of 
brilliantly  comprehensive  history  of 
both  the  country  and  the  personages. 
The  fur  trade  was  an  industry  so  ex- 
tensive and  so  vitally  connected  with 
the  devebpment  of  the  country  that  we 
may  reasonably  expect  this  industry  to 
wield  an  important  influence  on  the  lit- 
erature. 

Sir  Alexander  Mackenzie's  Voyages, 
published  in  1802,  LaFrance's  Explora- 
tion of  the  Country  Adjoining  Hudson 
Bay  (1744);  Heame's  Journeys 
(1795);  Henry's  Narrative  (1809): 
Ross'  Red  River  Settlement  (1856), 
discuss  in  a  most  intere^ing  manner 
the  lives  and  labors  of  the  period  of 
settlement. 
The  ax  of  the  settler  and  the  pen  of 


i 


^-y^^ 


*' 


I 


n^'.     asKfi. 


I 


Utaratura 

At  pionatr  aUht  nuiric  the  progrcM  of 
tte  aettiement  of  this  country.  Om  of 
ne  earliest  native  Droductioiu  was  the 
fit^orv  of  Cmiadahf  Francois  Xwkr. 
It  boMs  a  very  important  place  in  the 
literature  of  the  country.  Biband'i 
Htstory  of  Canada  Under  tht  French 
fifg^t  w  a  work  of  much  value.  With 
the  War  of  i8ia  came  a  list  of  writers, 
many  of  whom  are  deserving  of  notice. 
Auchmleck  wrote  the  History  of  the 
War  of  ,8ia  (1855),  and  Bouchette 
gave  us  Brttuh  Dominions  in  North 
America  (1831).  These  writings,  nu- 
merous and  varied,  bekmg  directly  to 
the  period  between  that  of  the  settle- 
mait  and  the  confederation. 

With  the  coming  of  the  confedera- 
tion came  a  distinct  devetopment  of  lit- 
erary activity  in  the  provinces.    Sane 
have  characterized  it  as  the  creation  of 
»  «w  literature.    The  speeches  which 
nad  for  their  purpose  the  arousing  <rf  a 
spirit  of  unity  have  come  down  to  us 
as  a  distiiKt  type  of  literature.    For  ex- 
ample, read  those  of  the  Hon.  Joseph 
Howe  and  the  Hon.  D'Arcy  McGee. 
Perhaps  the  most  important  historian 
of  this  period  was  J.  Charles  Dent    In 
™   o*"/  ^.?^y  ^'^'  (1841-1881)  and 
hu  Rebellion  of  1837  he  produced  a 
series  of  volur,(<;s  invaluable  to  this  pe- 
riod.   Other   and    important   histories 
«re,thor<i  by  J.  M.  MacMulIen,  Dr.  W. 
H.  Withrow  and  Dr.  Georgv;  Btyce. 

After  the  confederation  the  great 
Northwest  came  into  prominence  and 
there  grew  up  a  mass  of  descriptive  and 
historical  literature.  The  North-west 
Passage  by  Land  by  Lord  Milton  and 
Mr.  Cheodle,  Great  Lone  Land  by  But- 
ler, Hignway  from  Ocean  to  Ocean  by 
Cumberland,  Columbia  and  Canada  by 
Rae,  Red  River  Rebellion  by  Huyshe, 
The  Canadian  Dominion  by  Marshall, 
A  Sketch  of  the  North-west  of  America 
by  Archbishop  Tache,  From  Ocean  to 
Ocean,  by  Grant,  are  a  few  of  the  many 
which  are  beautifully  descriptive  of  the 
country. 

Ths  confe-krstiGE  perbd  Is  rife  with 
a  new  spirit,  and  the  gradual  growth  of 


Utcraturt 


the  htenture  of  this  period  is  worthy 
©f  a  cartfal  study.    A  Canadian  na- 
honal  spirit  first  asserts  itself,  and.  per- 
haps for  the  first  time,  a  truly  national 
hterature  crystalixes.    Heroic  achieve- 
mwt,  appreciation  of  sacrifice,  scenery, 
and  just  pndc  in  home  and  native  land. 
tn^Mre  the  author  and  poet.    Not  alone 
do  we  see  the  kind  of  literature  which 
expresses  itself  in  history  and  adven- 
ture and  travel,  but  the  literature  a«  ex- 
prMsed  in  the  educational,  scientific  and 
political  journals  of  the  day  deserves 
attir.ion.    The  various  historical  socie- 
toes  are  producing  a  literature  distinctly 
Canadian,  yet  of  such  importance  that 
we  may  say  it  is  sure  of  universal  ac- 
knowtedgment.     Among  the  novelists 
who  have  won  a  place  among  the  great 
writers    are    the    folfowing:    Gubert 
P*rker,  Miss  Joanna  E.  Wood;  Sara 
Jeanette  Duncan  (Mrs.  E.  Cotes)  ;  Ed- 
mund E.  Sheppard;  Grant  AUen;  Rob- 
ert B«t;   Eugene  L'Ecuyer;  Patrice 
Laoomba;  Josrah  Marmette;  P.  J.  O. 
Chauvttu;  Wifliam  Kirby;  Jamis  de 
Mille;  Charles  D.  Roberts,  and  Ralph 
Connor  (Rev.  Charles  Gordon). 

In  poetry  Canada  has  deserved  a  high 
place,     Louis  Honore  Frachette.  who 
has  received  the  laureated  ^)proval  of 
the  French  Academy,  and  who  has  been 
termed  the  chief  of  French-Canadian 
litterateurs,  is,  perhaps,  the  greatest  au- 
thor produced  in  this  country.    Charles 
Heavysege,  Charles  Sangster,  Alexan- 
der McLachlan,  William  Kirby,  John 
Reade,    Isabelle    Valancey    Crawford, 
hold  the  highest  place  amcHig  the  ear- 
"•JlPoets  of  English-speaking  Canada. 
Other  poets  of  note  are  J.  J.  Proctor, 
«,M?"  G.  Ascher,  Helen  M.  John^jn, 
WiUuun  Murdoch.  Evan  McCaU,  Alex- 
ander McLaughlin.  Jean   Blewett.   S. 
Frances  Hamson,   William  D.  LJgh- 
halk.  Duncan  Campbdl  Scott,  Charies 
G.  D.  Roberts,  Harriet  Annie  Wilkins, 
Charles  Mair,  Bliss  Carman.  Archibald 
Lampman   and  William  Henry  Drum- 
mond. 

Qkuadian  literature  has  won  a  place 
among  the  productk>ns  of  the  world. 


The  UteratiiK  is  nd>jectivc  and  mtut 
partake  of  the  characteristics  of  the 
period.  For  a  more  extended  view  of 
the  rabjtct,  read  Lareau's  History  of 
tht  LU*rahtrt  of  Canada;  Dewart's 
Sthetiom  from  Conadknt  Literature 
and  Tadw's  Men  of  Today. 

UojrdBiiB'ilar,  a  post  village  in  the 
province  of  Saskatchewan,  on  the  Ed- 
monton diviskM  of  the  Canadian  North- 
em  railway.  It  is  a  thriving  new  town 
and  is  kcated  fat  a  splendid  section  of 
the  province.  It  has  churches,  Khools, 
banks,  stores,  etc.  Pbpulation,  90a 

LongiwuU,  longe'y,  a  town  in 
Chambhr  ca,  Quebec,  situated  on  the  s. 
bank  of  the  St  Lawrence  River,  omo- 
site  Montreal  and  about  3  mi.  from  that 
aty.  It  is  in  the  midst  of  a  rich  agri- 
cultural district,  is  connected  with  Mon- 
treal by  ferry,  and  is  a  noted  summer 
resort  and  hcnne  for  many  people  living 
in  the  city.  PqiMilation  m  1909,  4,30a 
Luna'dea,  a  village  in  Saskatche- 
wan, on  the  Qu'Appde  River  and  the 
Canadian  Northern  -railway,  ao  mi. 
n.  w.  of  Rmna.    Population,  500. 

Lurton,  WilUam  Fiake  (1844-1905), 
a  Canadian  journalist,  bom  in  England. 
He  came  to  Canada  when  eleven  years 
of  age  and  settled  in  Saint  Thomas,  On- 
tarro.  He  began  his  career  as  a  teacher 
but  later  changed  to  journalism.  In 
1871  he  went  to  Winnip^  and  estab- 
lished the  Free  Press,  which  he  edited 
for  twenty-one  years.  He  is  regarded 
as  the  father  of  joumalism  in  Westera 
Canada.  Mr.  Lurton  took  an  active 
interest  in  educatwn  and  agriculture. 
He  was  a  member  of  the  board  of  edu- 
cation, chairman  of  the  school  board, 
and  also  held  other  important  oiHces, 
the  last  being  that  of  superintendent  of 
pnUic  buildings  for  Manitoba. 

Lynch,  John  Joaei^  (1816-  ),  a 
Canadian  Roman  Catholic  archbishop, 
bom  in  Ireland  and  educated  in  Dublin 
and  Paris.  He  was  professor  at  Castle- 
knock,  after  which  he  came  to  the 
United  States  as  a  missionary.  He 
hter  founded  the  Seminary  of  Our 
Lady  of  Angels,  near  Niagara  Falls, 


McCarthy 

and  in  i860  was  made  bishop  of  To- 
ronto, and  archbishop  in  1869. 

McBridt.  Sichtfd.  Hon..  LL.D., 
K.C.  (1870.  ),  »  barrister  and  1^ 
islator,  bora  hi  the  city  of  New  West- 
minster, British  Cdumbia,  and  edu- 
cated at  the  public  and  high  spools  of 
New  Westminster  and  at  Dalhousie 
University,  Halifax,  Nova  Scotia.  He 
was  elected  to  the  legislature  of  British 
Columbia  in  1898,  1900  and  1903  and 
again  in  i^.  In  1900  he  was  ap- 
pointed muiister  of  mines  in  the  Duns- 
muir  administration.  He  resigned  the 
folkming  year  because  of  disagreement 
with  the  premier.  In  1903  he  became 
leader  of  the  Opposition  in  the  House, 
and  on  June  1st  of  that  year  was  called 
upon  to  form  a  ministry,  which  he  did, 
becoming  premier  and  chief  commis- 
sioner of  lands  and  works.  In  1:907 
he  changed  his  relatwns  in  the  cabinet 
to  those  of  premier  and  minister  of 
mines. 

McCarthy,  D' Alton  (1836-  ),  a 
statesman,  born  at  Oakley  Park,  near 
Dublin,  Ireland,  and  educated  in  his 
native  country  and  the  Barrie,  Ontario, 
grammar  school  He  b^an  the  prac- 
tice of  law  in  1858  and  soon  won  an 
eminent  position  in  his  professkm.  In 
187a  he  was  created  queen's  counsel  by 
the  Earl  of  Duflerin.  Later  he  was  an 
honm-ary  member  of  the  law  faculty  of 
Toronto  University  and  was  elected  a 
member  of  the  executive  council  of  the 
Canadian  Bar  Associatwn.  He  was 
first  elected  to  Parliament  in  1876  and 
immediately  distinguished  himself  as  an 
able  debater.  He  became  a  leader  of 
his  party  and  filled  the  office  of  chair- 
man of  the  executive  committee  of  the 
Liberal  Conservative  Union  of  Ontario 
for  a  considerable  period.  He  declined 
a  number  of  olTers  to  enter  the  cabinet 
and  appointment  to  the  highest  judi- 
ciary office  in  the  province.  In  1893 
he  made  several  tours  through  the  Do- 
minion in  the  interests  of  ^itical  re- 
form, addressing  large  audiences.  He 
was  largely  instrumental  in  securing  the 
defeat  of  Uie  administratk>n  in  the  elec- 


McOm 

U^l^'  "^  °'  ?••"•«  the  Liberal, 

(lEflL^'^^'T^u  '^'V^y.  Hon. 
(I8as.i868),  an  Imh  patriot,  poet  and 
orator,  and  Canadian  statesman,  was 

the  United  States  in  184a  and  in  three 
years  made  an  international  reputation 
«*  *,u^n'  °"'°!;.*nd  editor  on  the  staff 

rndirL^*°?  ^''"^^   °»"'*'  O'Connell 

nduced  him  to  return  to  Ireland  as  ed- 

Hor  of  the  Freeman-j  Journal  when  he 

was  only  twenty  years  of  age.    ;.f cGec 

&W""!^***?  "^'^^  ^«  "Young 
i,  r^rrP?"]'  ?."^  **»  '°'"«<'  to  escape 
to  the  United  States  in  1848.    He  be- 

^^i^r°',.°^ ^H  N**  York  Nation 
f^iS^  CW^  which  was  first  published 
«n  Boston  and  afterward  in  Buffalo.    In 

S.A  ^t?^''':^  *°  Montreal  and 
started  the  New  Era.  Here  he  became 
widely  known   as  an  orator.  emS?d 

i^mT*"'!/ "'^  1^*™*^  president  of  the 
counal.  He  afterwards  held  cabinet 
offices  as  secretary  of  state  and  minis- 

i!L°  f^T'u"'*"''^-  ^"  »868  he  was  as- 
sassinatcd  by  a  Fenian.  His  published 
works  are  HUtory  of  the  Irish  Settles 
I  fcrT^f  '  U"^o^y  of  Attempts  to  Es- 
?^}^\  '*«'/''"""»"  Reformation  in 

hnd         ^^''''"'  ""^°^y  °f  ^"• 

J^ator  educated  in  the  common 
scnoois.  He  was  first  elected  to  the 
legislature  of  Prince  Edward  Island 
m  1904,  and  reelected  in  1908,  when 
he  became  a  member  of  the  Haszard 
ministry,  without  portfolio. 

S™"*-  V-  ^^871-1908).  a  legislator 
born  m  Fredenckton,  New  Brunswick 
and  educated  at  the  University  of  New 
Brunswick.  He  was  elected  to  the  lee- 
islature  in  1908  and  appointed  solicit- 
or-general in  the  Hazen  cabinet. 

McM«i'ter.  William.  Hon.  (181,- 
KS07),  a  Canadian  merchant  prince 
was  bom  at  Tyrone.  Ireland  He 
founded  the  Canadian  Bank  of  Com- 
merce and  became  its  president.  He 
entered  pohtical  life  in  1862.  taking  a 


McNab 

•eat  in  the  Legislative  Council  <  f  Can- 
T„  '.fl^'u'  •"  ***  '''^♦'^  »»  a  senator, 
o?  ..,   '  .5*^***  *''«='«'  "  a  member 

tiL  WK  C°T"e°*  '^''"^  J"*«ruc. 
•on.  When  the  Senate  of  Toronto 
University  was  reconstructed  in  1871 
he  became  one  of  its  members.  He 
was  a  liberal  patron  of  literature  and 
art,  and  was  wdl  known  for  his  bene- 
factions to  the  Baptist  Church,  of  which 
eH  m.'m  '•/«-"7K."'«="iber.  He  found- 
ed McMaster  University. 

Sir'*?:'?? mT'    ?T^f   """*^'    "°"- 
officer  and  legislator,  bom  at  Whitby. 
Onuno,  and  educated  at  Collingwood. 
He  was  in  active  service  in  1864  and  in 
1866  during  the  Fenian  Raid     He  was 
also  engaged  in  the  Red  River  Expedi- 
non  in  i8;o,  and  was  major  of  the  geth 
Battalion    with   the    Northwest    Field 
Force  in  1855.  and  two  years  later  was 
appointed  to  the  command.    He  settled 
in  Winnipeg  and  ran  for  the  legisU- 
ture  in  1879,  but  was  defeated.    He  was 
,tm'!?  J***  ^°"owing  year  and  reprS 
sented  his  constituency  until  1900,  when 
he  became  a  member  of  the  Greenway 
admmistration  as  provincial  treasurer. 
He  resigned  with  the  government  and 
was  appointed   lieutenant-govemor  in 
that  same  year.    He  was  created  knight 
commander  of  the  Order  of  St.  Michlel 
and  ijt.  George  on  the  occasion  of  the 
coronation  of  the  king. 

McMinan,  John  (  -  )  « 
farmer  and  legislator,  bom  in  Queen's 
CO.,  Pnnce  Edward  Island,  a^  ed" 
ucated  111  the  common  schools  and 
Prince  of   Wales   College.   Charlotte 

Z.       ?•   "**£^?  *''*^  legislature  in 
1904.  and  m  1908  became  a  member  of 

XilU'u'^  ministry,  without  portfolio. 

r.JJ^      ''\'^''?'*'^'^**    PeterV    Hon. 
U«J4-        ),  a  business  man  and  legis- 

.^J'!T^  at  Glengarry,  Ontario,  and 
educated  in  the  public  schools  of  that 
place.  He  became  a  resident  of  Saska- 
toon, where  he  became  a  miller  and 
grain  merchant  and  was  chosen  presi- 
dent of  the  Saskatoon  Millinir  &  Ele- 
vator Co.    He  was  first  elected  to  the 


MOOCOrV   RBMUTION   TiST  CHART 

(ANSI  and  ISO  TEST  CHART  No.  2) 


in 

12^ 

■  M 

|3j2 

■  2.2 

Li 
US 

■■■ 
12.0 

I 

MRS 


1.6 


APPLIED  irvHGE    Inc 

1653  East  Main  Street 

Rochester,   htew  York        U609       USA 

(716)  482  -  0300  -  Phone 

(716)  288-5989  -Fan 


McNaught 

Saskatchewan  legislature  in  1908  and 
appointed  to  the  cabinet  as  municipal 
commissioner  in  that  year.  The  year 
following  he  became  minister  of  public 
works. 

McNaught,  William  Kirkpatrick 
(1845-  )'  *  merchant,  bom  in  Fer- 
gus, Ontario,  and  educated  in  the  pub- 
lic and  high  schools.  He  began  his  ca- 
reer in  the  employ  of  Robert  Wilkes,  a 
wholesale  jeweler  of  Toronto,  and  be- 
came very  successful.  Afterwards  he 
entered  into  partnership  with  John  Zim- 
merman, establishing  the  firm  of  Zim- 
merman, McNaught  &  Co.,  which  in 
1885  was  merged  in  the  American 
Watchcase  Co.,  of  which  Mr.  Mc- 
Naught became  secretary-treasurer.  He 
was  also  the  founder  of  the  Canadian 
jewelers'  Security  Alliance  and  a  di- 
rector of  the  Toronto  board  of  trade. 
When  a  boy  he  joined  the  Queen's  Own; 
Rifles,  and  rose  to  the  position  of  lieu- 
tenant in  the  12th  York  Rangers,  with 
which  he  served  for  several  years.  Mr. 
McNaught  was  a  strong  advocate  of  la- 
crosse, the  Canadian  national  game, 
for  a  number  of  years  was  honorable 
secretary  of  the  National  Lacrosse  As- 
sociation, and  was  four  times  elected 
the  president  of  that  organization.  In 
1875  he  published  a  book  entitled  La- 
crosse and  How  to  Play  It,  which  is  rec- 
ognized as  a  standard  work  on  this 
sport. 

McPherson,  David,  mak  f  er'son, 
Hon.  (1832-  ),  a  ship  builder  and 
legislator,  bom  at  Jordan  River,  Nova 
Scotia,  and  educated  at  the  grammar 
school  of  Shelburne  co.  He  was 
an  alderman  for  the  city  of  Halifax 
for  fourteen  years  and  commissioner  of 
public  charities  for  three  years.  In  1897 
he  was  elected  to  the  legislature  and  re- 
elected in  1 901  and  1906,  becoming  a 
member  of  the  Murray  administration, 
without  portfolio. 

MacDonald,  Andrew  Archibald, 
Hon.  (1829-  ),  a  Canadian  states- 
man, bom  at  Three  Rivers,  Prince  Ed- 
ward Island,  and  educated  in  the  county 
high  school  and  by  private  tutors.  Early 


MacDougall 

in  life  he  engaged  in  business.  From 
1853  to  i860  he  was  a  member  of  the 
local  house  of  assembly.  From  1863  to 
1873  he  was  a  member  of  the  legisla- 
tive council.  In  the  latter  year  he  be- 
came provincial  postmaster-general.  He  , 
was  a  delegate  to  the  Charlottetown 
conference,  which  discussed  the  ques- 
tion of  confederation,  and  later  was  a 
delegate  to  the  Quebec  conference,  at 
which  the  scheme  for  confederation 
was  com.pleted.  He  was  a  delegate  to 
the  intemational  conference  at  Port- 
land, U.  S.,  in  1868,  and  between  that 
date  ?,nd  1884  held  a  number  of  local 
and  provincial  offices,  when  he  was  ap- 
pointed lieutenant-govemor  of  Prince 
Edward  Island,  holding  the  position  un- 
til 1889.  In  1891  he  was  called  to  the 
Dominion  Senate. 

MacDonald,  James,  Hon.  (1849- 
),  a  merchant  and  legislator,  bora 
at  Whycocomagh,  Cape  Breton,  and 
educated  at  the  public  schools  and  Bad- 
deck  Academy.  He  was  elected  to  the 
legislature  in  1897,  and  reelected  in 
1 901  and  1906.  In  1907  he  entered 
the  government,  without  portfolio. 

MacDonald,  Lauchlin  (1844-  ), 
a  farmer  and  legislator,  bom  at  East 
Point,  Prince  Edward  Island,  and  edu- 
cated in  the  public  schools  and  St.  Dun- 
stan's  College.  He  was  first  elected  to 
the  local  legislature  in  1876  and  again 
in  1879,  but  was  .--tired  in  1882.  He 
was  again  elected  in  1908  and  became 
a  member  of  the  Haszard  ministry, 
without  portfolio. 

Macdonald,  William  C,  Sir.  (1831- 
),  a  philanthropist,  was  bora  in 
Prince  Edward  Island  and  was  edu- 
cated at  Charlottetown.  He  gave  a 
large  amount  of  money  to  McGill  Uni- 
versity, and  through  his  efforts  scien- 
tific agricultural  education  was  estab- 
lished throughout  the  provinces.  He 
founded  the  Macdonald  schools  for  ele- 
mentary technical  education.  Perhaps 
his  greatest  charitable  enterprise  was 
his  interest  and  gifts  to  Victoria  Hos- 
pital, Montreal. 

MacDou'gall,  William,  Hon.  (1822- 


MacDougall 

.  ).  a  statesman,  born  in  YorW  n« 
torn  and  educated  at  tTe  tod?  schS^s" 
and  Victoria  College.  Cobourg.    He^- 
gM  the  practice  of  law  in  1^2,  and  in 
th?  a7*'  appointed  queen's  counsel  by 

?udem"TL°*  ^""  While TJ 
student  he  began  to  contribute  to  the 
newspapers,  and  within  a  short  time 

lished  the  Conadtan  Farmer.  The  name 
of  the  journal  was  later  changed  to 

\ttn-  '\^''*'id*^>^  ^^nV«//«r|rand 
It  contmued  to  be  published  under  his 

"sned   the  North  American    a   semi 

uomS:  ?h  ■  7'  l.i  "t''  ^^  ^<^'-""d: 

«or  m  ch.cf,    Mr.  MacDougall  was  a 

wasT„|f^S^.°^  P°"^'"'  '■^'"™ -5 
was  influential  m  securing  various  im- 

Among  the  reforms  advocated  b?  hSi 
and  teng  since  adopted  by  the  wook 
and  Parliament  were  elective  iS 
t^ons.  which  were  to  apply  to Ihi "S 

and  local  offices,  the  abolition  of  proo- 
erty  qualification  for  parliamenta^  ret 
reeentatives.  the  exteSion  of  th^eS" 
^e  franchise  to  householders,  vote  by 
ballot  biennial  parliaments,  representa- 
hon  based  on  population,  ^w?r  to  the 
Canadian  Parliament  to  r^ulate  com! 
mercal  intercourse  with  otfier  natfe^ 
and  numerous  other  changes  "nX' 
pass^e  and  execution  of  laws.    One  of 
the  nrost  far-reaching  of  these  wasthat 
W'"l  ^  d«^™arcurrency    h'ty 

TarlT^'rlT''^'"'  ^^'  merged  in  the 
Toronto  C/oft^,  and  Mr.  MacDoueall 
pmed  the  editorial  staff  of  that  wSr 
He  entered  Parliament  in  1858  andTon: 

1862  he  wa^  appointed  commissioner  of 

years  in  1864  he  became  provincial 
secretary  in  the  Brown  ministry  aid 
was  particularly  active  in  proSodSg 
the  vmon  of  the  p,x>vinces ;  sS  mS  s! 

tk,n"  U  If™  ^?*'"'  °f  Confedera- 
hp  fJ.  "^  **"  ""PP'"^  to  him.  In  1867 
he  became  a  member  of  the  queel?s 


MacKinnon 


privy  council  for  Canada,  and  was  an. 
pomted  minister  of  public  SkHn  ?h^ 
S     tTV  ^f  ^•''-  J°hn  A.  MacLiS! 
England  J""*"^'"^  ^*^*^  he  went  to 
Z.?*u    ■.-  **^  "'"^«'"  w'th  ihe  imperial 
Noiw"f  °"  "latters  pertaining  t^^the 
NorthwMt    Territories,    a    rerion    in 
which  he  had  always  taken  mSTnte^- 
est.    Un  his  return  he  was  appointed 
heutenant-govemor  of  Ruoert^  rTnH 
which  then  included  the  5Swest^"e?-' 
ritories,  being  the  first  to  occupy  that 

BL  ^rT"\r°'  '''^  ^'-'hweS 
uoN  .?  ^^^'^  Northwest  Rebel- 
terHtir  P^f°S""  *hen  he  reached  the 
to  OtSa"'  ''''  '^''''''  ««^  '•^'""'ed 

"f  ^d  legislator.Uit  Uigg.PrhJce* 
Edward  Island,  and  educatef  at  ?S 
Uigg  grammar  school.  Prince  of  Wale! 

Lt?ch^ir?i^4j^;irs?^^^^^ 

a  teacher,  and  for  a  tS  waspr'St^ 

^L  fh^P""«^?"  "'eh  SchooL^He  bt 
gan  the  practice  of  law  in  1887  and 
was  appointed  queen's  counsel  ^kS) 
He  was  elected  to  the  legislative^' 

\?S^'Lh'  ^ •'"'^.*  EdwarTSd  t 
1893  and  agam  in  1897.    Jn  1800  he 

pTvin'craS  ?«°™«?^-eral'S?tE: 
trSe^"o^,?,JrnsnnX'h" 

Machray'.  Robert.  The  Most  Rev., 

^Riir?;?-  T^'^i'-        )•    archbishop 
ot  Ruperts  Land  and  primate  of  all 
Canada,  was  born  in  AberSS    Scot 
and    and  educated  at  KingrColSe 
Le    rfV^'^  ^*  Sidney  Sussex  Cd! 
n^f^K  ^^h'".«l&e.     After  occupying  a 
number  of  important  positions  in  \is 
se^^d  T^'u'^'  ¥  ^''^  appointed  the 
186^  hi   !?*'°P  °'  Rupert's   Lan  J,   i^ 
Stute.  r'*  comprising  what  noj 
^7T  (    ^  ?r°'''""  of  Manitoba 
and  all  of  the  Northwest  TerritorieT 

tif  «,',"f2"*- «^  a  part  of  OntaS     S 
the  subdivision  of  this  diocese  in  187J 


Mack 

Bishop  Machray  became  the  metropol- 
itan, under  the  primacy  of  the  arch- 
bishop of  Canterbury,  and  upon  the 
union  of  the  Anglican  churches  in  1893 
he  was  elected  primate  of  Canada. 

Mack,  Jason  Miller,  (1843-  ),  a 
barrister  and  legislator,  born  at  Mill 
Village,  Nova  Scotia,  and  educated  at 
the  Normal  School  and  King's  College, 
Windsor,  Nova  Scotia.  He  began  the 
practice  of  law  in  1869  and  was  elected 
to  the  legislature  in  1882,  where  he 
served  for  four  years.  Then  he  was 
appointed  a  member  of  the  legislative 
council  and  leader  of  the  council  and 
member  of  the  govemmeni  in  1907. 

Macken'zie,  Alexander,  Sir  (1755- 
1820),  a  North  Americiin  explorer,  was 
born  at  Inverness.  He  began  his  ca- 
reer with  the  North- West  Fur  Co.,  and 
in  5784  was  sent  to  Detroit  with  a 
small  party.  He  spent  several  years 
traveling  the  unknown  region  far  to 
the  nordiwest.  In  1789,  with  a  small  * 
party,  he  traveled  the  region  about  the 
Great  Slave  Lake  and  discovered  the 
outlet,  since  named  the  Mackenzie 
River.  Here  setting  up  a  post  bearing 
his  name  and  date,  he  returned  to  Ft. 
Chippewayan  in  September.  In  July, 
1802,  he  again  set  out  with  the  purpose 
of  crossing  the  Rocky  Mountains  and 
finding  the  Pacific  Ocean,  which  was 
discovered  by  him  July  22,  1793.  De- 
voting a  numb;r  of  years  to  the  fur 
trade  at  Ft.  Chippewayan,  he  finally 
organized  the  firm  knoA/n  as  Sir  Alex- 
ander Mack'inzie  &  Co.  in  1802,  which 
became  a  rival  for  the  Tur  trade  of  the 
cojintry.  This  company  was  absorbed 
by  the  North- West  Fur  Company  in 
1804.  He  was  a  member  of  Parlia- 
ment. In  1812  he  married  a  Miss  Mac- 
kenzie and  lived  on  an  estate  at  Avoch, 
Ross-shire.  He  died  at  Milnain,  near 
Dunkeld. 

Magog',  a  town  of  Stanstead  co., 
Quebec,  situated  at  the  north  end  of 
Lake  Memphremagog.  The  chief  man- 
ufactures are  lumber,  flour  and  cotton 
goods.     The  town  is  beautifully  eitu- 


Manitoba 

ated  at  the  foot  of  the  lake,  which  is 
nearly  surrounded  by  mountains.  Owl's 
Head  and  Elephant's  Head  being  peaks 
of  some  note  for  their  beauty.  Dur- 
ing the  summer  season  Magog  is  con- 
nected with  Newport,  Vt.,  by  steamer. 

Mair,  Charles  (1840-  ),  a  poet, 
born  at  Lanark,  Ontario,  and  educated 
at  the  Perth  grammar  schools  and 
Queen's  University,  Kingston.  At  an 
early  age  he  began  to  write  for  the 
press,  and  in  1868  published  a  volume 
entitled  Dreamland  and  Ofher  Poems. 
His  second  volume,  Tecumseh,  a  drama, 
appeared  in  1886  and  showed  a  very 
clear  insight  into  Indian  character.  Two 
other  works  of  importance  are  The 
Fountain  of  Bernini  and  The  Conquest 
of  Canada.  He  lost  many  of  his  valu- 
able manuscripts  in  the  Northwest  Re- 
bellion. During  that  outbreak  he  served 
as  an  officer  of  the  G.  G.  Bodyguard. 
During  his  residence  in  the  northwest 
he  wrote  for  the  Military  Gazette  a  se- 
ries of  papers  entitled  Canada  in  the  Far 
West. 

Maisonneuve,  Paul  De  Chomeder, 
ma  zo  nev',  Sir  (  -1676),  a  French 
colonial  governor  in  Canada,  bom  in 
Champagne,  France.  He  was  interest- 
ed in  the  attempt  to  found  a  religious 
colony  in  New  France,  and  in  1641 
with  others  came  to  Quebec.  The  next 
year  the  city  of  Montreal  was  founded. 
He  was  made  governor  of  the  colony, 
but  was  removed  by  De  Tracy  in  1665 
and  sent  to  Fraice.  He  was  a  brave 
pioneer  whose  enthusiastic  spirit  was 
well  suited  to  his  day  and  task. 

Manito'ba,  Industrial  Development 
Of.  For  a  -ral  description,  see  the 
article  M..      oba,  in  Vol.  III. 

While  Manitoba  is  the  smallest  of  the 
western  provinces,  it  is  the  oldest  and 
consequently  the  most  fully  developed. 

Agriculture.  The  soil  and  dimate 
are  admirably  adapted  to  raising  wheat, 
oats,  potatoes  and  other  crops  suited  to 
cool  temperate  regions.  The  grain 
raised  in  this  region  is  noted  for  its  ex- 
cellent quality,  and  it  finds  a  ready  mar- 


-70— 


Manitoba 


„„     J  .  ^^  ^"a  many  farme"'  -re  #.n 
SlaL?"i"?  "^^' '^^J'  ^''d  poultry" 

K  ves  careful  Jl,  .  f^^sociation,    which 
.«.  „d  Uns  are  he,r,V:?„X 

watern^-  i*^  province  abounds  in 

Transportation    and    Commerce 
Manitoba    is    traverc^H    k  '-"""*^^ce. 

«nes  of  the  CaS"pacYfic""t?rcr 

Pacific  r'^r '''"'  ^"^  'h«  Sd  Tr„^k 
Pacific  railways.  Branches  of  the  Great 
Northern    and    Northern    Pa^  fi^     f 

P°'f**'"  Minnesota  and  North  Dakota 
»  that  the  settled  portion  o7  the  prov 

ZSZ^'^iTf^'r'''  railway't?:;; 
ponation.    The  trade  consists  chiefly  in 

flourTr.h^  ^'-cultural  products  and 
S^  the  "nportarion  of  manufac- 
tured commodities.     In  1908  the  ex- 


Mattawa 

ports  amounted  to  $4.101067  anH  .. 
""ports  to  $22,566.3^    ^^^'  *"**  *'«= 

schools,  consisting  X'nTer    T,?"''"'^ 
high  school.!  ,«^  "I  mier     Jiate  and 

vSed  for  J^''"'"^    *^"^«t^n  '^  Pro- 
tration     Mr  M»h1  Whitney  adminis- 


Mavor 

gion  around  Lake  Temiskaming.    Pop- 
ulation, 1900,  2,000. 

Ma'vor,  James  (1854-        ),  an  edu- 
cator, born  at  Stranraer  Scotland,  and 
prepared  at  the  high   s<:hool  and  the 
University  of  Glasgow.  In  1888  he  was 
appointed  professor  o»   political  econ- 
omy  and   statistics   in    Saint   Mingo's 
College,  Glasgow,  and  during  his  teach- 
ing and  lecturing  he  had  extensive  ex- 
perience in   technical   journalism   and 
took    an    active    part    in    numerous 
schemes  for  social  progress.    He  was 
one  of  the  officers  and  original  direct- 
ors of  the  Glasgow  Working  Men's 
Dwelling  Co.,  an  organization  for  fur- 
nishing cheap  but  sanitary  homes  for 
working  people.    In  1892  he  was  ap- 
pointed one  of  a  committee  of  four  to 
proceed  to  Germany  and  inquire  into 
the  working  of  the  labor  colonies  there. 
In  the  following  year  he  was  commis- 
sioned by  the  board  of  trade  of  Eng- 
land to  continue  his  investigations  on 
the  Continent,  and  his  report  was  pub- , 
lished  as  a  parliamentary  paper.     In 
i8p2  he  was  appointed  professor  of  po- 
litical economy  and  constitutional  his- 
tory in  the  University  of  Toronto.    He 
has  written  quite  extensively  on  social 
and  economic  topics,  and  in  addition  to 
his  magazine  articles  he  is  the  author  of 
Wage    Theories  and   Statistics,   Eco- 
nomic Theory  and  History  Tables  and 
Diagrams,  the  Scottish  Raihvay  Strike, 
The  English  Railway  Rates  Question, 
the   Labor  Colonies   and  the   Unem- 
ployed, and  the  English  Railway  in  Its 
Legislative  and  Economical  Relations. 
Max'well,    Robert,     Hon.     (1858- 
),  a  business  man  and  legislator, 
bom  in  Frederickton,  New  Brunswick, 
and  educated  at  the  Frederickton  gram- 
mar school.    He  was  seven  years  alder- 
man for  the  city  of  St.  John,  and  dep- 
uty mayor  for  one  year;  he  was  mem- 
ber of  the  St.  John  board  of  school 
trustees   for   twelve   years.     He   was 
elected  to  the  legislature  in  1904  and  re- 
elected in  1908.    At  the  formation  of 
the  Hazen  ministry  he  became  presi- 
dent of  the  council. 


Methoditti 


Medicine  Hat,  a  town  in  Alberta, 
Canada,  on  the  Canadian  Pacific  and 
Saskatchewan  railways.  It  is  an  im- 
portant railway  point  and  has  railroad 
repair  shops,  coal  mines,  gas  wells  and 
fine  public  buildings.  Population,  3,500. 
Merville.  a  town  of  Saskatchewan, 
situated  on  the  Grand  Trunk  Pacific 
railway,  50  mi.  e.  of  the  Manitoba 
boundary.  It  is  the  main  terminal  of 
the  prairie  division  of  the  railway  and 
the  junction  point  with  the  Regina 
branch.  The  industries  consist  of  lum- 
ber yards  and  wholesale  and  retail 
houses,  also  livery  bams.  The  town  has 
good  churches,  good  schools,  a  govern- 
ment telephone  system  and  electric 
lights.    Population,  1909,  1,800. 

Meredith,  William,  Sir  ( 1840-  ) , 
a  Canadian  jurist,  was  bom  in  the 
province  of  Ontario  and  educated  at  the 
University  of  Toronto.  In  1872  he 
was  elected  to  the  provincial  legisla- 
ture, and  in  1894  was  made  chief  jus- 
tice of  common  pleas  court.  For  years 
he  has  been  an  honorary  lecturer  to  the 
Law  School  of  the  University  of  To- 
ronto. 

Methodists.  Methodism  found  its 
way  into  Canada  from  two  sources — 
United  States  and  Great  Britain.  Some 
of  the  early  lay  ministers  from  Great 
Britain  were  the  first  preachers.  Tiie 
first  organic  Methodism  in  Canada  was 
from  the  United  ^ates.  In  1779  sev- 
eral Yorkshire  families  recently  from 
England,  in  their  prayer  meetings  near 
Amherst,  were  instrumental  in  the  con- 
version of  William  Black,  afterwards 
known  as  Bishop  Black.  The  first  Meth- 
odist class  in  Canada  was  organized  at 
Hoy  Bay,  near  Napanee,  February  20, 
1 791 ;  the  second  in  Bath,  February  27; 
the  third  at  Fredericksburg,  March  2 
of  the  same  yet  .  At  the  New  York 
Methodist  Conference  in  1794,  Canada 
was  set  off  as  a  separate  district,  com- 
prising three  circuits  and  covering 
nearly  the  whole  of  Upper  Canada. 
There  were  334  members.  In  1801 
there  were  two  new  circuits.  Just  prior 
to  the  War  of  1812  there  were  two  dis- 

•72— 


Michel 

D^rs.  The  cht  -ch  was  egally  seoaras 
cd  from  the  Bnti«h  Confe?en?c?S 
Sr»ll'"*"l*^  '?.  '^7,  receiving  the  S? 
dition  of  the  Eastern  Canadian  Me?h- 

5?"wSel?„'*A"^'«74.  uniting  with 

Britis'JIISca'^"'"'^""  °^  ^-»'="' 
Fifty  years  from  the  time  of  the  or- 
S^TeVVi!,^^".^^'*  ConferlSLTn 
had  ;,8  mfrlf?"^"'  ^''"'■*^''  °^  Canada 
and  ^chZh  *"'  °''"  7S'«»  members, 
S,t  5"  P™P«rty  amounting  to 
la«  Thf  '"^  °r''''^  million  dol- 
wtent  fl^tn?"'"''''^'  ^'^=y*  teen  a 
tKrstff  hi  '"  ""s^'o^  work.     From 

Canada      fn'  '^*"  \'"*'*'°"  '^''"'•ch  in 
panada.     In   1901    there   were  eleven 

conferences.  3.262    churches.    270  ^ 

communicants,     and     2,648     Sund^ 

schools  with  217.143  scholars.         ^^^ 

Michel,  a  post  village  in  East  Koo- 

enay  district.  British  Columbia  and?n 

the   Crowsnest    Pass   division   of   u 

Midland,  a  town  in  Simcoe  CO  On- 
¥"°' °".Munday  Bay  and  the  gS 
Trunk  railway.  It  has  woolen  and  saw 
mils,  sash  and  door  factory,  a  smekeT 

iJVa^^^  *°^"  »"<•  port  of  entrv 
I«:ated  m  Ontario,  on  Georgian  BaT. 

Grand  Trunk  railway  and  has  an  excel! 

works,  and  manufactures  lumber,  flour 
SfS^E^"/'^'''-    P°P"'-tion.   .,s^' 

Milestone,  a  town  in  Saskatchewan 

uTa,!S;,^r'"  "^^  """">■  "^' 

Militia.  The  movement  which  re- 
Seal  L"t  t  m™«««  of  Canada 
oegan  at  the  time  of  the  union  of  the 
provinces  m  1840.  There  were  then 
«!^!r^''°i"P*"'^^  °^  volunteers,  who 
S?'^/^""'^^^  with-clothing  and 
drilled  without  pay.  From  time  to  time 
this  number  was  increased  until  in  i86r 
the  companies  included  nearly  twelve 


MiUtU 

thousand  men.  This  formed  the  basis 
aftSX'^'f "  ""^''^  ^«  °'«»"'"d  S 
tioJ  in  ijSr" T  °J  ''"^  Confedera- 
crei,ed  E  ^  ""f  P°P"'«ion  in- 
creased,  the  number  of  the  militia  was 
ncrease-.  so  that  when  the  new  SmT 
•on  "/as  orpnized  it  had  an  organized 

Great  Br  ?=•  "'""•  ""'^^'^  ^'^  ^°"'  /«=«". 
oreat  Britain  mamtained  troops  in  the 

cotony.  but   after   the    Dominion    wa! 

^"^y  «tab lished,   the  home  govern 

Sfn  iS'ifr''  ^'^f'  ^'"^''^  should  s- 
S^^fgSuTlt17Jxrth^er 

crpt:?ir,87™^   withdraw^f^-^s 

The  Br  tish  troops  served  as  mn^rU 

for    imitation    which    the    raw  SlItiL^ 

could  work  towards  in  their  drHlsTh; 

t!^lZLV^T  ''°°P'  ^^^«  ^''°  able 
nffi^t  'n  educating  and  training  the 
officers  of  the  militia  so  that  when  the 
national  troops  were  withdrawn  th?  a! 

anH  tl!  ""'"L".  *^^  '^^t  well  orgamzed 
and  thoroughly  officered.  ^ 

♦hri  I,  '""''['*  *y^*<='"  's  uniform 
throughout  the  entire  Dominion-  th^ 
troops  are  under  the  dSon  "f  the 
minister  of  militia  and  can  £;  Led 
from  any  province  into  any  other  Sov- 
mce  whenever  their  services  are  SeeJ- 

twVteln' T''^  'T''y  •■«  divided  ?nto 
tnirteen  mili  apr  districts  and  all  citi- 
zens from  eighteen  to  sixty  years  of 

s^diSedttol  "  *^  -"^a    whic°h 
aiviaed  into  four  classes.     The  first 

and  second  classes  include  umnSrried 

t'SyTfotv  T  *°  ^^'^y  -5'K 
Ihi?/  1  '°'^y-five,  respectively.  The 
third  class  includes  married  men  from 

c  £/l;  1^.2:;'^^'  ^"^  »™^ "°"«h 
si^v  p  »  '^*"'^^"  forty-five  and 
sixty.  Enrollment  is  voluntary  and  bv 
drawing  lots.  The  duration  of  s^nrice 
.s  three  years  and  the  annual  numS 
lifT''  '"""^  ^°'-  training  forSSS^ 
eight  to  sixteen  days  is  abSut  450^ 

oUhr^;mI'''f'^^'y'  force  cS 
sand  m^™TK"*  '"?''*'*  °^  *^ee  thou- 
sand  men.    The  active  m  Htia  in  train- 
^nrg  numbers  44,150  and  7.750  W 


MUls,  David,  Hon  (1831-1903),  Ca- 
nadian lawjcr  and  statesman,  &)rn  in 
Kent  CO.,  Untario.  He  served  in  the 
House  of  Commons  continuously  from 
1867  to  1896,  at  which  time  he  was 
elected  to  the  Senate.  He  was  chosen 
professor  of  international  and  constitu- 
tional law  in  the  University  of  Toronto 
in  1888.  In  1897  he  became  minister 
of  justice  and  attorney-general  and  in 
1901  became  judge  of  the  Supreme 
Court.  He  is  an  acknowledged  author- 
ity on  constitutional  and  international 
law. 

Min'den,  a  town  and  river  port  in 
Haliburton  co..  Ontario,  on  Gull  River. 
It  is  located  ii.  a  beautiful  lake  region 
and  is  a  noted  resort  for  hunters  and 
fishermen.    Population,  250. 

Miasonab'ie  River,  a  river  in  north- 
em  Ontario.  It  rises  in  a  lake  of  the 
same  name,  north  of  Lake  Superior. 
After  flowing  in  a  northerly  direction, 
it  empties  into  the  Moose  River. 

Monck.  Charles  Stanley,  munk,  Vis- 
count (1819-1894),  a  British  statesman, 
bom  at  Templemore,  Ireland,  and  edu- 
cated at  Trinity  College,  Dublin.  He 
began  his  career  as  a  lawyer,  and  in 
1852  was  elected  to  Parliament.  From 
1855  to  1858  he  was  lord  of  the  treas- 
ury. In  1861  he  was  appointed  govem- 
or-general  of  Canada,  and  was  reap- 
pointed in  1867,  on  the  formation  of 
the  Confederation,  He  resigned  the 
following  year. 

Moncton,  a  city  and  port  of  entry 
in  New  Brunswick,  situated  89  mi.  n.  e. 
of  Saint  John,  and  on  the  Intercolonial 
and  other  railways.  Moncton  is  at  the 
head  of  navigation  on  the  Petitcodiac 
River,  and  has  an  excellent  harbor.  The 
manufactures  include  lumber,  stoves, 
woodenware  and  cotton  and  woolen 
goods.  The  city  is  the  site  of  the  work- 
shops of  the  Intercolonial  railway  and 
will  also  be  the  eastern  terminus  jf  the 
Grand  Trunk  Pacific  railway.  Popula- 
tion, about  10.000. 

Moosejav  ,  a  city  of  Saskatchewan, 
is  situated  on  the  main  line  and 
branches  of  the  Canadian  Pacific  rail- 


Morriuy 


way,  398  miles  w.  of  Winnipeg.  The 
city  IS  kxrated  in  the  center  of  a  fer- 
tile wheat-growing  region,  for  which  it 
is  the  natural  distributing  point  and 
hfnce  takes  care  of  a  large  wholesale 
trade.  The  leading  industries  include 
a  brickyard,  a  nursery,  machine  shops, 
a  sash  and  door  factory,  a  brewery  and 
a  number  ot  large  flour  mills.  The 
Dominion  government  has  a  land  office, 
custom  office  and  courthouse  here.  It 
is  also  the  headquarters  for  the  pro- 
vincial postoffice  inspector  and  his  staff 
and  the  railway  mail  inspector.  The 
city  has  a  number  of  banks,  good  ho- 
tels and  up-to-date  stores.  There  are 
numerous  churches,  a  large  Y.  M.  C.  A. 
building  and  a  hospital.  The  public 
school  system  is  in  excellent  condition 
and  the  town  contains  a  collegiate  insti- 
tute of  high  rank.  Population,  1900, 
i4,oco. 

Moo'tomin,  a  town  in  Saskatche- 
wan, on  the  Canadian  Pacific  railway, 
87  mi.  w.  of  Brandon.  The  North- 
west Mounted  Police  have  a  barracks 
here.    Population,  1,162. 

Moose  River  is  a  river  in  northern 
Ontario ;  it  has  its  source  in  Lake  Mis- 
sinabe,  n.irtheast  of  Lake  Superior. 
After  a  nonhwest  course  of  250  miles, 
it  empties  into  James  Bay. 

Morden,  a  town  of  Manitoba,  situ- 
ated in  Lisgar  co.  on  the  Canadian  Pa- 
cific and  Great  Northem  railways,  81 
mi.  s.  w.  of  Winnipeg.  The  chief  man- 
ufactures are  flour,  woolen  goods  and 
machinery.  The  town  contains  a  num- 
ber of  grain  elevators.  Morden  is  the 
center  of  the  Southern  Judicial,  Land 
Titles  and  Surrogate  court  districts.  It 
is  also  the  capital  of  the  county  and 
among  its  public  buildings  contains  a 
courthouse  and  a  jail  of  the  most 
app••^ved  pattem.  Population,  '09, 1,300. 
Morris,  a  town  in  Provencher  co., 
Manitoba,  on  the  Red  River  and  the 
Canadian  Pacific  and  Canadian  North- 
em  railways-.    Population,  513. 

Mor'rissy,  John,  Hon.  (1855-        ), 
a  merchant  and  legislator,  bbni  at  New- 
castle   and    educated    in    the    public 
•7*- 


MothtrwtU 
•chools  there.    He  »>.  ^-~ »      •.    .-  Murphy 


!^  ''. "/  '?*^'  '"  which  year  he  wm 
appointed  minister  of  public  works 

Perth'  ?JlL™''  ■"''  legislator,  birnw 
^erth   Ontario,  and  educated  at  Perfh 

U^rh."^  *°.*'"  'eg'slaturt  of  Sa«- 

if  aS«.lf.?r  *PP°'"»«^  commissioner 
SDo?rh?f^/'  t!"*  provincial  secretary 
upon  the  formatwn  of  the  Scott  minii^ 

ron  a>   Ontano  on  the  south  branch  on 

irunk  and  Canadian  Pacific  railw  ;  .g 
87  mi.  n  w.  of  Toronto.  The  Jdus- 
wSeJmilt  r  r'"!'  ^"t  '""'"and 

niSrfS;|vX"uts.%-cir^-- 

„*;•»?*  Stephen.  Lord,  ThHiieht 
Hon  Sir  George  Stephen.' Bart  (,^* 

earL?abo?a?dfi-i 


;n  .89.  -is  <,  him  t^fl^^p^^er  fc^^^^^^ 

M^Vt  ^r^^Si^fi;^" 
Canadian  statesml^.'^H  tlJiS^'L* 
gJnmli  ".^'58.   became  "pSmas^: 
general  in  i86.^  and  the  followine  vear 

senate  of  Ve'gmilJ^on  t"d  ^S^e  5* 
torney-general  for  Canada.  !„?£,?; 
was  appointed  governor  of  OntaiS^Jfn 

D    f^i^*^  ^?^^'  "°n-  M.A.,  LL. 

Sn&f'^?or,;;.'^A^^^^^^^ 

pract.ce  of  law  in  x868,  S  tK?v  5f 

MI  by  the  Ontario  government  in  iC 
He  was  also  for  four  years  one  of^^ 
S;"o?tieu"^  '-Jrer"foT1he'l  w* 

Inr  «/*!,.  •  "?  hecam  vice  chancel- 
^  °/  t^f*  'nstitution.  He  was  .i,n 
SL/°"!!^":  °^  the  V>illi4  MuS 
schohrship  m  mathematics  b  the  iS 
versity.    He  was  elected  to  the  House 


T^'"^y  "to  the  manX"?e'S  Zi°T'Z^'  '^'  Laurier TabSet^ 

woolen  goods.     He  was  elected  a  di-  in?^;         '^*™*^    postmaster-jreneral 

x^7^^  the  Bank  of  Montr^l,  and  in  thlS./r "  L"**''  "tablished^new 

e^^l^wasXlSf^^SVSS  ^^^"Sr;?s\ffimSr'S 

•nstitution.     He  .,.?-.!-*  9' that  "  ^Vr^^.^*  °' ^'-e'-Se.u^' 


institution.     He  was  a    ,ader  [n  the 
fmnation  of  the  company  whch  1^ 

cSr^*^2°^^  the  construcf-rof  the 
Canadian  Pacific  railway,  and  the  su"! 

lerpnse  is  due  large  y  to  his  mi  •«»« 
foresight  and  faith  ii  TuJ"'!..!?.:^: 


^™..  ^s^  - -"e«o'r?!&i'frs 


W..VI    juaiu 

court  for  Ontario. 

Murphy,  Charles,  Hon.,  B.A.  ri86v 
m»n  ^k^  Canadian  barrister  and  state! 
man^m  in  Ottawa  ar.d  educated  in 
2^^  Christian  Brothers  Sch«l?f1hlt 
a&o£w?i&i^''^»te  Iniitufe 


ta  t 


Manray 

McreUry  of  state  in  1908  -  -eject- 

ed to  the  House  of  Comn  .a' 

by  a  large  Liberal  majority. 

Murray,  Otorga  Henry,  H^...,  K.C. 
(1861-  ),  premier  of  Nova  Scotia, 
wag  bom  at  Grand  Narrows,  Cape 
Breton.  He  was  educated  at  Boston 
University,  and  in  1883  was  admitted 
to  the  bar  of  Nova  Scotia.  In  1895 
he  was  appointed  queen's  council  and 
four  years  later  was  appointed  a  mem- 
ber of  the  council  for  Nova  Scotia.  In 
1891  he  became  a  member  of  thr  Nova 
Scoti?  government,  and  in  1896  lie  was 
appointed  premier,  taking  the  portfolio 
of  provin  lal  secretary. 

Nanaimo,  nah  ny'  mo,  a  town  on 
Vancouver  Island,  l  C,  on  the  £•• 
quimault  &  Nanaimo  railway,  70  mi.  n. 
of  Victoria,  with  which  it  has  excellent 
steamboat  connections.  The  town  is  the 
site  of  the  Western  Fuel  Co.  establish- 
ment, Vkhich  emp  oys  over  600  miners. 
It  has  tive  churches,  numerous  stores 
and  banks,  and  has  an  extensive  busi- 
ness in  coal  and  fish.  Population,  5,500. 

Napance,  the  county-seat  of  Lennox 
CO.,  (Jntario,  is  situated  on  the  Napanee 
River  and  on  the  Grand  Trunk  and  Bay 
of  Quinte  railroads,  26  mi.  w.  of  Kings- 
ton. The  leading  Industrie,  -^clude 
foundries,  saw  mills,  woolen  mi  .s  and 
flour  mills.    Population  in  1905,  3,ox). 

Naval  Force.  The  officer  com- 
manding the  marine  service  of  Canada 
is  Reat'-Admiral  C.  E.  Kingsmill.  Can- 
ada does  not  contribute  tovards  the 
cost  of  the  imperial  navy.  The  Cana- 
dian service  consists  of  twenty -four  ves- 
sels, eight  of  which  fulfill  fishery  pro- 
tection duties,  three  are  used  on  the 
Great  Lakes,  two  are  ice  breakers,  four 
are  detailed  for  lighthouse  duty,  and 
the  remainder  are  used  in  revenue  serv- 
ice. At  the  meeting  of  Parliament  in 
1910,  steps  were  taken  towards  the 
formation  of  a  navy. 

Necpawa,  nee  paw'wah,  a  town  in 
Portage  co.,  Manitoba,  on  the  White 
River  and  the  Canadian  Northern  and 
Canadian  Pacific  railways.  It  has  flour 
mills,  ma  .-bine  shops,  a  sash  and  door 


Naw  Bruniwick 

factory  and  excellent  churches,  schooli 
and  public  buildings.  Population  in 
1909,  a,ooa 

Nelaon,  a  town  in  British  Columbia, 
bcated  on  the  west  arm  of  Kootenay 
Lake  and  the  Canadian  Pacific  railw  y. 
Mining  is  the  chief  industry.  Popula- 
tion, 5,500. 

NeUon,  a  town  in  British  Columbia, 
the  headquarters  of  the  Kootenay  di- 
vision of  the  Canadian  Pacific  railway, 
is  kKated  on  the  w.  arm  of  Kootenay 
Lake.  It  has  excellent  transportation 
facilities  and  is  the  distributing  point 
for  the  rich  mining  region.  Good 
churches,  schools,  public  'uildings, 
banks  and  stores,  make  it  a  .  .Ty  de- 
sirable home  town.  There  a  e  manv 
productive  mines  in  t'  *  vicinity  and  it 
is  the  site  of  the  Hall  Mines  smelter. 
Population,  5,500. 

New  Brunawf'rk,  Induatrial  Devel- 
opment of.  For  a  general  description 
of  the  province,  see  the  article  New 
Brunswick,  in  Vol.  IV. 

New  Brunswick,  like  Nova  Scotia, 
is  one  of  the  oldest  of  the  Canadian 
provinces.  Many  rf  its  farms  have 
been  under  tillage  for  some  centu:"'es, 
and  perhaps  because  of  this,  older  meth- 
ods still  prevail  and  the  province  has 
not  made  as  rapid  strides  along  agri- 
cultural lines  as  the  newer  provinces 
in  Wes  em  Canada.  The  mineral  in- 
dustries are  also  yet  in  an  undeveloped 
ttate. 

Agriculture.  Agriculture  consti- 
tu  es  the  leading  industry  of  New 
Brunswick,  and  hay,  wheat,  potatoes, 
oats  and  live  stock  constitute  the  most 
imf.>or*ant  assets  of  the  farmer.  The 
value  of  all  crops  for  1908  was  $18,- 
042,000.  The  provincial  government  is 
aiding  in  disseminating  agricul  ral  ed- 
ucation and  establishing  new  and  scien- 
tific methodi:  of  titiage  throughout  the 
province.  The  resources  of  the  soil  are 
great  and  under  the  influence  of  the 
new  impetus  started  through  general 
agricultural  educaticxi,  a  rapid  develop- 
ment of  this  important  industry  is 
looked  for  in  the  near  future. 
7»- 


Ncwcutlt 

MiviNG.    The  mineral  industry  h  in 

val..'rn."'^.'  •*"'  'he  province  cuntainn 
valuable  deposit.,  of  c  ■!.  iron,  -n- 
timony.  gypsmj.  and  budding  ,k  .e 
The  ,ron  deposits  have  recently  attract- 
ed attent.c,  of  American  capitalists 
who  have  purchased  mining  lands  and 
are  about  to  develop  the  property  The 
proximity  of  coal  and  limcs^ne  would 
■ndicate  that  this  ore  will  be  mam  fac- 

mmcs.    The  depoi.ts  at  G'oucestcr  are 
considered  to  be  the  richest  in  the  coun- 

Fisheries.  The  fisheries  of  New 
fj""Tu^  a«  of  great  importance^ 
though  her  coast  line  is  not  as  exten- 
•ivc  as  that  of  Nova  Scotia.  The  neigh- 
boring  waters  abound  in  valuable  f^ 
titie's.""  "'  ^^"^ '"  '*'Se  quan- 

ThlYnf  "^"u'"?"  /''°    Commerce. 
The  Intercolonial  and  Canadian  Pacific 
railway  systems  connect  all  imoortant 
commercial   points,   and   throu^      the 
trunk  lines  ol  these  systems  connection 
L"'^  "?'^"  *"''  '''«=  chief  cities  of 
ihff.     Tu'""  *"**  ^he  north  Atlantic 
fin    t*    J^*  *=°f*^  contains  numerc- s 
fine  harbors  and  the  province  has  ex- 
cellent facilities  for  marine  transporta- 
tion, so  that  ample  accommodations  are 
found  for  exporting  the  products  of 
tne  farms,  mines  and  factories,  and  for 
jmporting  and  dist-buting  such  com- 
modities as  the  population  needs.    The 
exports  for  ^908  amounted  to  $26,363.- 
098.  and  the  -nports  to  $10.771,, i,   ^' 
NewcMtle     or     Miramich'i,     the 
county-seat    of    Northumberland    co.! 
New  Brunswick,  situated  on  the  left 
bank  of  the  Miramichi  River,  18  mi 
from  Its  entrance  into  Miramichi  Bay 
and  on   the  Intercolonial  railway    -/d 
mi.  from  Moncton.    The  town  is  a  port 
of  entry  and  has  an  extensive  trad^in 
lumber   and   fish.     Population.    1909, 

New  Glascow,  new  glas'ko.  a  manu- 
facturing town  of  Pictou  CO.,  Nova  Sco- 
tia, Lanada,  located  on  the  East  River 
It  is  in  an  important  coal  and  iron  min- 


ing  dittrict    and   it   has   shipbuilding 
yards  and  glass  factories.    P.7pulatio.f 

n^l  Liverpool.  „r  Saint  Romauld 
DEtchtmJn.  a  i>..st  village  of  Ltvi.H 

^t",2"TV  "  '""'"^■■'  '^"  'he  s.  sliure 
of  the  l,t.  Lawrence  Kiver.  s  mi.  s   w 
of  Levis.    The  chief  in.hi^thcs  consist 
m  the  manufacture  and  sale  of  lumber. 
Population,   igcx;,  3,800. 

OnMrT™*!''**'   .'■     '"^"    °'    York    CO., 

Ontario  situated  on  the  east  branch  on 
Trunk  railway  3,  mi.  n.  w.  of  Toronto. 

iL  «'"*""^"?'."'"  °^  woodenware 
and  office  specialties.  A  number  of 
flour  and  lumber  mills  are  also  located 
o.nf;r''"D  "  ,"•*"  '"iPor'ant  trading 

f.i  ??,  •  ^c*^*"  '**^'  the  former  capi- 
Ul  of  British  Columbia,  in  Westminster 
district,  IS  situated  on  the  bank  of  Fra- 
ser  River,  75  mi.  from  Victoria.  Sea- 
going ships  toad  at  its  wharves.  The 
miL"  ?°'*'''  ^"■."''  "tensive  lumber 

TrJ  t«  u^"^  "^^^  '"'""«  industries 
are  machine  sliops.  steel  pipe  works,  pa- 
per  mill,  glass  works,  soda  water 
works,  a  disfillery  and  a  brewJry" 
1  here  are  also  -urnierous  smaller  Indus- 
tries.  It  IS  noted  for  r.  churches 
«c.KX)Is  and  pvW  !„#ldin.  Here  is' 
located  the  Prcn  uicial  ^  >,m  f,  In! 
sane,  the  Dominion  Pe,:     atiary    To- 

Tn^Tr.  S°"-^'''  ^'""'^  '^  *«iMed  with 

C^lhT.   '-"'^'^"'ty-   ""^  **«  Roman 

Catholic  convent  and  coHe.        The  cit 

has  a  free  ptii'ic  library 

improvements.    The  ch 

lumber   and   fish      Poi 

13.500. 
Niag'ara,  or  Niagara-on-ti 

town  of  Lincoln  co.,  Ontari. 

ated  on  Lake  Chitario,  at  th- 
the  Niagara  River  and  on  tfe 
gan  Central  railway.  36  mi   s 
ronto.    Because  of  fts  Iocatio->  thr      «i 
IS  a  favorite  sumner  resort.    Its      -#* 
of  t,..e  oldest  towns  in  Ontario  and  wm 
burned  by  the  Americans  in  the  V.'» 
r  5<»"'  ^°P"'**'°"'  *900,  estim;ited 


'■rn 

are 

909, 

Lake,  a 

is  situ- 
'fh  of 
lichl- 


^,    - 


Niagara  PaUa 

Nlag'ara  Palli.  Ontario,  is  a  port 
of  entry  of  Wetland  cu.,  situated  o>i  the 
Xiapra  River,  2  mi.  below  the  Falls, 
on  the  Michigan  Central  and  other  rail- 
roads. The  chief  manufactures  are  sus- 
penders, neckwear,  garters,  corrugated 
paper,  paper  boxes,  tin  cans,  canned 
goo<<>i,  carriage  mountings,  silverware, 
carborundum  and  fertiliser.  The  city 
has  almost  unlimited  electric  power  and 
it  an  important  manufacturing  center. 
It  is  also  celebrated  for  its  bridges 
across  Niagara  River.  Population,  1900, 

8,300. 

North  Bat'tleford,  a  town  in  Sas- 
katchewan at  the  junction  of  the  Bat- 
tle and  North  Saskatchewan  rivers,  on 
the  Canadian  Northern  railway.  Pop- 
ulation in  1909,  1,40a 

North  Bay,  a  town  in  the  Nipissing 
district,  Ontario,  is  located  on  the  n. 
shore  of  Lake  Nipissing,  and  on  the 
main  line  of  the  Canadian  Pacific  rail- 
way, 146  mi.  n.  w.  of  Pembroke.  It 
is  a  division  point  of  the  Canadian  Pa- 
cific, and  IS  on  the  line  of  the  new 
Temiskaming  &  Northern  Ontario  rail- 
way. The  Canadian  Pacific  railway 
mamtains  extensive  repair  shops  here 
and  the  town  is  also  the  gateway  to 
the  Cob'tt  silver  district  and  an  impor- 
tant po>  for  tourists  and  sportsmen, 
s'  ice  thjve  is  excellent  fishing  and  hunt- 
ing in  the  immediate  vicinity.  It  has 
two  public  schools,  a  high  school,  two 
separate  schools  and  a  provincial  nor- 
mal school.  All  of  the  leading  denomi- 
nations have  churches  here,  some  of 
which  are  fine  edifices.  The  town  owns 
and  operates  its  water  works,  and  is 
well  lighted  by  electricity  and  gas.  Pop- 
ulation, 1909,  estimated  at  6,200. 

North  Head,  a  town  in  Charlotte 
CO.,  New  Brunswick,  on  the  Bay  of 
Fundy  and  the  Canadian  Pacific  rail- 
way. The  chief  industries  are  lumfjer- 
ing  and  fishing.    Population,  1,000. 

North  Portal,  a  town  in  Saskatche- 
wan, near  the  North  Dakota  boundary 
line,  on  the  Soo  railway.  It  is  a  port 
of  entry.  Population,  1909,  estimated 
at  225. 


Northwaat  RtlMlUon 

North  Sidnay,  a  tow  a  and  port  of 
Nova  Scotia,  on  an  arm  of  S>c'ney  liar- 
bor.  It  has  tanneries  and  manufac- 
tories of  stoves  and  boots.  It  is  also 
engaged  in  coal  mining.  Population, 
5,200. 

Northwaat  Mountad  Polica.  In  1873 
the  Royal  Northwest  Mounted  Police 
was  organized  by  Sir  John  A.  MarDun- 
ald.  In  the  autumn  of  that  year  there 
was  a  small  force  of  190  men  put  in 
the  field.  By  July  8,  1874.  ihis  number 
had  been  increased  to  274.  Subsetiuent* 
ly  the  number  was  increased  to  1,00a 
The  Northwest  Territories  were  di- 
vided into  eight  divisions,  and  tlier  re 
sub-divided  into  over  100  stations.  he 
force  consists  of  a  commissioner,  one 
assistant  commissioner,  eight  superin- 
tendvnts,  twenU-iiine  inspectors,  ona 
surgeon  with  five  assistant  surgeons, 
two  veterinary  surgeons,  fiftv  staff  sur- 
geons, fiftv-one  sergeants,  fiftv-one  cor- 
porals  and  471  constables.  For  thirty- 
seven  years  this  force  has  maintair.ei 
order,  prevented  crime  and  been  tha 
guardian  of  the  frontier.  These  po- 
lice have  protected  property  and  mada 
it  possible  for  the  Canadian  West  to 
be  safe  and  prosperous,  free  from  the 
dangers  so  often  accompanying  tha 
home-making  of  the  early  pioneer. 
While  the  maximum  strength  is  1,000 
men,  usually  there  are  not  more  than 
^fXi  in  active  service.  The  term  of  en- 
listment is  five  years.  After  one  term 
the  men  are  entitled  to  pensions. 

Northwest  Rebellion.  Soon  after 
the  organization  of  the  confederation  in 
1867,  the  Dominion  government  as- 
sumed control  of  the  vast  territory  for- 
merly under  the  sway  of  the  Hudson 
Bay  Company,  agreeing  to  pay  said 
company  a  certain  amount  to  relinquish 
its  claims.  At  this  time  that  portion 
of  the  Dominion  north  and  west  of 
Lake  Superior  was  inhabited  by  In- 
dians, half-breeds  and  French  traders. 
Ever  since  the  organization  of  the  Hud- 
son Bay  Company  these  people  had 
been  under  the  government  of  that  com- 
pany and  they  were  very  much  dissat- 
-78— 


Northwtrt  R«btllioii 

jsfi.'d  with  the  change  of  policy  which 
placed  then,  under  the  control  oT  the 
l>.mm.on  go.cmment.    Anither  ij^ 

settlers  which  began  swm  after  the  .!/ 
tranization  of  the  confederation  Th^ll 
..aturally  pushed  the  IndiLra^KUal" 
breed,  aside  and  occupied  land  wWch 
the  orimna    set»l..r.  ^lii^-.j      ,*"'?" 


Jr. 


:oo9 


the  original  settlers  claimed 
inc  Uommion  government  o'       zed  a 
l^rm  of  government  for  th'    'o  .'wJ 
Territories  and  appointed  H  ,£» 

Macdougall  governor.     However    £? 
fore  the  governor  could  reach  thrterri- 

breed  wSo  had  been  educated*"  QuS^^' 

hZlT.^  "P"'"^'  *'^"  calculiSd  to 
th.  J^  ?»vement  of  this  sort  amone 


Nova  Scotia 

[hl"'?v    i°.''^^=""to'»  and  was  elected  to 

he  Do.ninion   I';.,  liamcnt.     Hrw^er 

the    Parliament   rcfu:«d  to  seat   him' 

ZlJl  I.  J^'  ""*'*•■  ■  fonn  of  govem- 
ment  which  was  far  from  perfect  Si 
returned  to  hi.  old  haunts  and  h;  i88. 

was  obliged  to  send  troops  and  ouell 

t'sKd^r:?er''-'--p-^^ 

|?f"  o*-.  For  «  general  desc  -iption  6f 
the  province,  see  the  artirJe  Nova  Sc^ 
TiA.  in  Vol.  IV.  .       ^ 

thi^DmvS?*'*  '"'  °"*  ^'  'he  oldest  of 
ll!rre'"?r;  >:«  .""V  within  a  few 


"jc  people  witn  whom  he  lived.    WheS     th.  nl!  •     "*  "  °"«  ^'  'he  oldest  of 

Jl^^^'^'l'/^ched  the  boundary  liS     tSari^T'"-";  ^'^  ""•''  ^-'hin  a  few 

terinT.h'' °' '*•' "P"»'"P  «"d  "Sn  S!     C  slow  '"ir"*'   '''^velopment   ha^ 
tcring  the  countrv.  whi^h    ..»!:.  ™-     ^«n.  »'ow-    At  present  the  province  is 

ofTrfcut  In;'"'"-^  *'°"«  '"•^  ""« 
ui  agrcuiture  and  mining  and  is  beirin- 

nmg^  unportant  manufafturing  S- 
-  .    Ag«iculti;re.     The  chief  croDs  are 

th/'f^f  °"''.«^^'"  *"'«  fruits   Song 
the  fruits  apples  take  the  lead  and  be- 

IJT^^^f^ly  ^*"  »"'ted  to  the  Bix^ 
t^^.^-  h"^y  *"^  excellent  vaK 
S^i,  '  **".'  ''■""•  The  raising  of  live 
stock  IS  also  an  important  agricu  tura? 
ndustry  connected  with  wl.iS  s  S 
«ng.  Thf  value  of  all  aiyriniltV.^i 
crops,  including  fruits  and  fege?ab,S 
vaLeTst^t'  '^'J'-9°9.75o.  S  the' 

ooaooo.   VjfoeinciaTfJveTnme^Hs- 
l«id.ng  It,  aid  to  extending  theTefu 

fo^n/,*'  ^?"^"'t"ral  College,  in  the 
torm  of  travelincr  rio.v.,  ,„i,„i?  ;    .    "^ 


tfirino.  .1. "Hiisinif  ana  upon  en- 
tering the  country,  which  unH^r  ♦!,-. 
circumstances,  he  did  a^iw"  3!e  « 
plicit  orders  of  the  DomS  JJveS-' 
and  con  '^"'f ''3' »«?  °r«ani'S^for« 
which  T,  ^-  '"u'*'"'  *o  Pen-bina, 
r*  V  J?       '^  ">  the  northeastern  oart' 

S^^Th^.  "''r*"-    ^''=''  •"^es.^co'Jr^ 

KSm  *°  organize  a  still  more 
triW If  t  °PP°="ti°n-  The  Indian 
tribes  of  the  region,  believing  that  their 
interests  were  allied  to  those  of  the  reb- 
els.  also  revolted,  and  the  opposition  be^ 
Jh,T-  '°oP'"0"""nced  and   widespread 

was  iom'S  ?f  ^'"J"'°"  8«vernS 
t^ofT  ^  °  r^  *  detachment  of 
troops   to  quell   the   uprising.     These 

Garnet  Wolseley,  who  later  became 
commander-in-chief  of  the  Brit^h 
army.  Before  the  arrival  of  Colonel 
XVr  •?i''c""''  °'^''  '"ders  fled 
Is  over  ^***''  *"^  **  ^«»*»"on 
Riel  lived  for  a  number  of  years  in 
the  rtipon  west  of  the  Dakotoi.  "£ 
Canadian  government  never  applied  for 
his  extracEtion,  and  after  a  whUe  he 


—TB— 


fnr™„*.  '•K"«.uuurai  L.ollege.  n  the 
form  of  traveling  dairy  schools^,  lecture! 

detiis  %fT''°"  "'  ^^riculturalT 
peues.  By  this  means  t  is  honed  tn 
mcrease  the  interest  ,„  agn^KnJ 
Smtly^augment   the   value  of   fanS 

MiwiNc.    The  coal  mines  of  Nova 


Nova  Scotia 

Scotia  liave  long  been  known  as  anwng 
the  most  productive  in  Nortli  America, 
and  their  resources  seem  inexhaustible. 
The  production  of  coal  during^  1908 
was  valued  at  $16,200,000,  while  the 
value  of  the  coke  output  was  $2,000,- 
ooa  Other  minerals  of  importance  and 
existing  in  large  quantities  are  gypsum, 
limestone,  lead  and  iron  ore,  which  is 
now  being  mined  in  large  quantities. 

Manufactures.  The  leading  manu- 
facturing industry  is  lumber  and  other 
wood  products.  Large  pulp  mills  are 
found  in  various  localities  and  much  of 
their  product  is  shipped  to  the  United 
States.  The  forest  area  of  the  prov- 
ince is  estimated  at  over  9,000  square 
miles,  and  is  bein^  properly  guarded 
by  government  officials  so  that  reforest- 
ation is  established  and  destruction  by 
forest  fires  is  prevented.  Another  im- 
portant manufactory  is  that  of  '■  ron  and 
steel.  The  output  of  these  products 
for  1908  amounted  to  $13,337. 

Fisheries.  The  fisheries  of  Nova 
Scotia  are  practically  inexhaustible.  The 
location  of  this  province  is  near  the 
Grand  Banks  and  other  cod  fisheries 
make  this  industry  one  of  very  great 
importance.  The  annual  production 
amounts  to  about  $8,000,000.  The  in- 
dustry is  in  charge  of  a  Fish  Commis- 
sion, whose  duty  it  is  to  prevent  the 
exhaustion  of  the  supply  of  certain  va- 
rieties of  fish.  The  varieties  taken  in 
largest  quantity  are  cod,  mackerel  and 
lobsters. 

Transportation  and  Commerce. 
The  chief  commercial  centers  are  con- 
nected with  each  other  by  railway,  and 
through  the  Intercok>nial  and  Pacific 
systems  with  the  commercial  centers  of 
other  provinces.  Nova  F-:otia  being 
practically  surrounded  by  water,  and 
having  a  coast  line  with  many  deep  in- 
dentations, is  supplied  with  an  abun- 
dance of  good  harbors  which  are  c^n 
throughout  the  year.  This  gives  it  im- 
portance in  the  foreign  commerce  of 
the  Dominion.  Halifax  has  one  of  the 
best  harbors  in  the  world,  and  at  its 
docks  may  be  found  the  ships  of  all  na- 


OUver 

tions.  Regular  communication  is  main- 
tained throughout  the  year  between  this 
port  and  the  chief  ports  of  the  North 
Atlantic  states  of  the  United  States  as 
well  as  with  the  leading  ports  of  £u-  / 
rope.  .The  imports  for  1908  were  val- 
ued at  $15,291,937,  and  the  exports  at 

$17,359,714- 

O'Con'nor,  Richard  Alphonsus,  The 
Right  Rev.  ( 1838-  ),  Roman  Catho- 
lic bishop  of  Peterborough,  was  born 
at  Listowel,  Ireland,  and  educated  in 
St.  Michael's  College,  Toronto,  and  the 
Grand  Seminary  of  Montreal.    He  be- 

Sn  his  ministry  in  the  Gore,  Toronto. 
1870  he  was  appointed  dean  of  Bar- 
rie.  After  serving  in  this  pastorate 
very  successfully  for  twenty-five  years, 
he  was  appointed  bishop  of  Peterbor- 
ough, 1889. 

O'Hagan,  Thomas,  hah'gan,  Ph.D. 
(1855-  ),  a  poet  and  writer,  bom 
near  Toronto,  and  educated  in  the  pub- 
lic schools  and  St.  Michael's  College, 
TorMito,  and  in  the  Ottawa  University. 
Later  he  took  a  post  graduate  course 
at  Syracuse  University,  New  York, 
where  he  received  the  degree  of  Ph.D. 
He  began  his  career  as  a  teacher  in 
1874,  and  during  the  succeeding  nine 
years  held  the  pnncipalship  of  some  of 
the  leading  Roman  Catholic  separate 
schools  in  his  province.  In  1894  he  was 
chosen  president  of  the  Canadian  Gub 
of  Cornell  University.  His  various  po- 
ems were  collected  and  published  in  a 
volume  entitled  A  Gate  of  Flowers,  in 
1887.  Since  that  date  he  has  published 
In  Dreamland  and  Other  Poems,  and 
in  addition  to  his  poems  he  has  been 
a  prolific  contributor  to  newspapers  and 
magazines,  including  the  Toronto 
Globe,  the  Canadian  Monthly,  Dona- 
hue's Magazine  and  the  Catholic  World. 
He  is  also  widely  known  in  Canada  and 
the  United  States  as  a  lecturer. 

Okan'agan  Lake,  a  lake  in  the  Yale 
district  of  British  Columbia,  50  miles 
k>ng  and  3  miles  wide.  It  receives  the 
water  of  the  Okanagan  River. 

Oliver,  Frank,  Hon.  (1853-  ),  a 
Canadian    journalist    and    statesman. 


r 


Ontario 
bom  in  Peel  co.,  Ontario.    At  an  early 
^  he  went  to  the  northwest,  and  in 
1883  became  a  member  of  the  North- 
west council.    The  same  year  he  was 
elected  to  the  legislative  assembly  J? 
Alberta.    In  1896  he  was  elected  to  the 
House  of  Commons,  and  in  1905  he  was 
appomted  minister  of  the  iSirior  in 
tne  Launer  admmistration. 
Ontario,  Industrial  Development  of. 

Ontario  has  long  been  the  pivotal 
provmce  of  the  Dominion  in  agricul- 
tural, financial  and  industrial  affairs 
Dunng  recent  years  there  has  been  an 
awakening  which  is  quite  marked.  With 
an  abundance  of  water  power  and  na- 


Aolfflals 


Hones 
Cattle  . 
Swine   , 
Sbeep  . , 
Poultry 


LIVE  8T0CK  IN  OXTABIO. 
NcUta  NalM7 


Ontario 

on^*^*^  'i^^^  is. extensively  carried 
on,  and  the  province  excels  in  the 
purity  and  quality  of  the  various  breeds 

eTa1endSl'"'"'*''~"^"^*«'«*- 
The  total  value  of  all  farm  lands, 
buildings,  implements  and  stock  in  iqo7 
was  $1,221,572,672,  and  this  was  shared 
among  175,000  farmers. 
.   The  dairy  products  for  1906,  accord- 
'"g    to    the    latest    authentk    fiSires 
showed   a  production  of    157,418,1^ 
pounds  of  cheese,  valued  at  $18,569.^? 

butter  T' , ^'5  creameries!  pSclSJ 
butter  valued  at  $2,513,922.    *^  « 

The  agricultural  colleges  and  the  ex- 
perimental un?on  have  done  great  g^ 
and  have  helped  develop  this  indust?^ 


611,241 
2,215,943 
1,640,787 
1,677,014 
9,084,273 


725,666 

2,926,232 

2,049,666 

1,108,083 

13,425,076 


NoJJM         V»lB«.IW    f  V»lu,.uw 


tive  coal,  there  are  great  opportunities 

fhl  c«i^"!J-f '"""^-     ^^P'tal.  realizing 
the  splendid  opportunities,  has  been  ex- 
pended freely  in  the  province.     The 
torest  region,  spreading  over  an  area 
ot  46,000,000  surveyed  acres,  and  an 
unsurveyed  region  of  great  extent,  af- 
fords opportunity  for  great  industries. 
Agriculture.    This  continues  to  be 
the  greatest  industry  of  the  province. 
»ni  J""''^'uv  t^nsportation  facilities 
and  the  establishing  of  new  manufac- 
turing industries,  intensive  agriculture 


840,029 

3,217,938 

1,947,183 

1,205,630 

12,285,613 


•38,695,896  $85,041444 

47,286,254  79485,780 

8,720,242  14 174,602 

6,499,695  5,928>25 

2,578,136  I  4:8S4:aHn 


Cioi> 


Wheat— Winter  . 
Wheat — Spring  . . 

Barley 

Data 

Peaa 

Corn 

Potatoes  

Turnips 

TOBI. 


Bukals 


16,430,476 
2,197,716 
20,888,569 
96,628,419 
7,401,336 
23,801,122 
18,517,642 
41,210,189 


Acns 


679,642 
142,124 
746,020 
2,789,326 
411,185 
332,410 
166,825 
120,850 


•4,635,887  8,080.'l91 


—81— 


Fruit  Grozinng.  The  growing  of  fruit 
has  progressed  steadily.  The  caoital 
mvested  is  estimated  'at  $s6,oS,S2 
and  the  annual  value  of  the  fruit  trade 
IS.  estimated  at  $8,000,000.  The  Sn! 
ning  industry  has  sixty-six  factories 
emptying  7,000  hands,  witli  a  payroll 
fl  ^^  ^""*"y-    The  fruit  is  wel 

eveT?mi'^^^^"'^•'"*y  ^  ^""nd  i" 
worW.  "P^"^*"*  ^™'*  "»*et  of  the 

t.r5^!'''T^_^'"?*  1902  the  mining  in- 

^TS.°1?'^"'°  ''^^'^  ^'"^  deveteped 
in  a  marked  degree.    The  most  of  this 

rf^PT/"'  ''»'  °'^'^"'-'-e«J  in  the  baSn 
of  the  Montreal  River  in  the  Temis- 
kaming  re^'on,  where  previous  to  the 
silve7T^  °^  "'^  ^^P°^'^^  °f  <^°ba^;  and 

n Tii  thlc''''-'"''"'^'^  *  wilderness. 
cnJ.^.u  •^l^'"'  *^'5  supposed  to 
contain  the  richest  silver  camV  in  the 
world,  and  the  production  of  silier  in 
u/l-.  y^J  amounted  to  $9,500,000 
While  the  production  of  cS^" 
money  value  is  far  less,  yet,  consider- 


»■    r 


Ontario 

ing  the  amount  compared  with  produc- 
tions in  other  parts  of  the  world,  it  is 
very  significant.  In  1908  the  value  of 
the  cobalt  output  was  $111,118.  This 
region  seems  to  be  capable  of  much 
greater  development  than  it  has  yet  at- 
tained. To  the  west  of  the  Temiska- 
ming  region,  in  and  about  Sudbury,  are 
found  some  of  the  largest  nickel  mmes 
in  the  world,  and  fully  one-half  of  the 
output  of  thii  metal  is  obtained  from 
this  locality.  Considerable  coal  is  pro- 
duced in  the  province,  and  the  output 
of  petroleum  is  also  of  value.  The  ta- 
ble below  gives  the  value  of  the  most 
important  mineral  products  for  1907- 
1908: 


HeUlUeProdnota 


VklosialWr 


Oold  .... 
Silver  .•' 
Cobalt  .. 
Niekel  .. 
Copper  . . 
Iron  Ore 
Pig  Iron 


ValneinltW 


$  66,399 
6,157,871 
92,751 
2,271,616 
1,045,511 
482,532 
4,716,857 


$  60,3^7 
9,116,008 

111,118 
1,866,059 
1,071,140 

674,839 
4,390,839 


Hoa-MetellioFrodacU 

ralueiaUn 

TalneinUM 

Brick,  Tile,  etc 

Building  Stone 

$3,082,053 

675,000 

2,777,478 

746,499 

1,049,631 

$2,600,000 

475,000 

2,417,769 

Natural  Gu 

988,616 

Petroleum 

703,773 

Manufactures.  Ontario  is  the  lead- 
ing manufacturing  province  of  the  Do- 
minion. Dairy  products,  hardware,  fur- 
niture, lumber  and  its  various  products, 
cotton  and  woolen  goods  and  farm  ma- 
chinery are  all  included  in  the  manu- 
facturing industries.  An  abundant  wa- 
ter power,  which  is  yet  undeveloped, 
with  extensive  natural  resources  in  the 
form  of  raw  material,  make  the  manu- 
facturing outlook  of  this  province  very 
bright.  In  1908  there  were  7,996  es- 
tablishments, and  the  total  value  of 
their  products  was  $367,850,002. 

Transportation  and  Commerce. 
The  Grand  Trunk  and  Canadian  Pa- 
cific railway  systems  traverse  the  prov- 
ince from  east  to  west.    In  some  por- 


Oroidiyatekha  <> 

tions  of  the  province  each  of  these  sys- 
tems has  parallel  lines,  and  both  have 
numerous  cross  lines  extending  in  all 
directions,  so  that  no  important  point 
within  the  province  is  without  railway     j 
facilities.    In  addition  to  this  the  con- 
nection    witii     water     transportation 
through  the  Great  Lakes  and  the  Saint 
Lawrence   River  increases  the  trans- 
portation facilities  very  materially.  The 
Rideau  Canal,  with  its  connecting  wa- 
ter way?,  furnishes  cheap  transporta- 
tfon  to  the  section  through  which  it 
passes,  and  if  the  Georgian  Bay  Canal, 
which  is  now  under  consideration,  is 
completed,  a  waterway  between  Geor- 
gian Bay  and  the  Saint  Lawrence  River 
will  be  constructed  which  will  have 
very  great  influence  on  the  shipping, 
not  only  of  Ontario  itself,  but  of  the 
Lake  Superior  and  northern  Lake  Hu- 
ron region. 

The  commerce  of  the  province  is  va- 
ried and  extensive  and  is  increasing 
each  year.  This  trade  is  carried  on 
with  neighboring  provinces,  especially 
those  of  western  Canada,  with  the 
United  States  and  with  Great  Britain, 
other  countries  coming  in  for  a  small 
share.  The  imports  for  1908  were  val- 
ued at  $160,048,542,  and  the  exports  at 
$68,550,565-         ,  .    rr»   * 

Orangeville,  the  county-seat  of  Duf- 
ferin  co.,  Ontario,  Canada,  40  mi.  n.  w. 
of  Toronto,  on  the  Canadian  Pacific 
railway.  The  chief  manufactures  are 
furniture,  coffins,  leather,  flour  and  ce- 
ment. The  town  is  noted  for  its  beau- 
tiful homes,  fine  schools,  and  for  a  Car- 
negie Library.  The  scenery  in  the  vi- 
cinity is  very  beautiful.     Population, 

'  Oriuia,  o  ril'le  ah,  a  town  located  in 
Simcoe  co.,  Ontario,  Canada,  on  the 
Grand  Trunk  railway.  It  is  especially 
noted  for  its  fine  scenery,  and  is  a  fa- 
mous summer  resort.  Orillia  is  the  seat 
of  a  United  States  consul.  Popula- 
tion in  19c*,  5,200. 

Oronhyatekha,  o  ron'hy'a  te"kah, 
M.D.  (1841-1907),  was  bom  near 
Brantford,  Ontario,  and  educated  at  the 


Othawa 

'     K^"vn?r  ?,'''°°'''  ^«'«yan  Academy 
r^r^'tf  •  '"i  University  of  xj 

a,s«fS!?rrWe^„?s??s 

of  Wales  visited  Canada  in  iSfio  ni^ 

o  thdr^'r  °"f  tP^"'*"*  »"  address 
to  their     Great  Mother."     He  marf^ 

such  an  unpression  on  the  PrTnce  thai 

he  was  mvued  to  continue  his  "uE 

kha  had  a  iSS',?;^?"??^^ 

a^SterSdno^?Si;£;f'Sf?|' 

Sir 'o^f  "^.  -thXtnde^n'dem- 
Urder  of  Foresters  and  rose  rafidly  to 

Sunr^.  "A'- T^^'"''^  Executive  and 
supreme  Chief  Ranger.    He  wac  «^» 

«;^a  Forester,  but^a  Free  Ma^on  °a 
r^vedT  T  *"^.  "■?  Orangeman    H? 

<P»n«wa,  osh  ah  wah,  a  post  town 
^"^jP?rt  of  entry  in  OmariritSS 
on  Lake  Ontario  and  the  Grand  TW 

ine  town  has  cannmg  and  evanoratinJ 
industries  and  manufactSrlsSS! 

Os'ler.  William,  M.D..LL.D.  (1840- 
n„»  •  P''y8'cian,  bom  at  Bondhead 
Ontario  and  educated  at  Trinity  Cbl 
t^l  Sc*^'.  Port  Hope,  at  StT  SI" 
r,?  ^i  ^°'"o?to.  and  McGiU  Coiieee 
I^f  0/  ?"^i^  "*  '^"^  Universk?  g[: 
^nnf  h"''°"  ^"^  =t  Berlin  and 
,8^r  ;  ^"'^  "I""'^d  to  Canada  in 
1874   and  was  elected  to  the  chair  of 

vjiuvcrsity.    in  1884  he  went  to  Phila- 

t^nZ  fr-''"^.'  °^.^«"'<^a'  "-et 
wh!rl  1.  University  of  Pennsylvania, 
where  he  remained  for  five  years,  when 

TohnT  HnS'^^°.  *  professorship  at 
g»hns  Hopkms  University  at  Baltimore. 
He  has  won  remarkable  distinction  as 


Owen  Sound 
a  lecturer,  and  also  as  a  ohvsician    w- 

X^^anSVrt" t '  °^  nuEun'Son"' 
Krapns  and  articles  m  medical  ioumaU 

of  Mcdti!!;  %l^'i!'»Ples  and  PrS 

llr"  «rS'  ^J°'"'^  "°S  Sr.  it 
ler  atlracled  wide  alimlion  by  hi,  ih. 

became  major    and  in   t«,.      ^ '"^ 
pointed  lieu/en^nJinV'ge  ^s  at 

of  tS^^^Z""' f^J"^''^  c4mandan 
I885  he  commanded  the  center  or  V» 

five  and  a  half  dav<     h;=  " 

was  auccessS  nXenSS  Z"?""" 
tioj  of  ,he  forces  ofafS  rthS" 

"rfhe"SiS'^^"-™«"«"'"*i 

carri*^  ,1  ^  ^"'^  PH''-"*^  buildings  and 

carries  on  an  extensive  trade  in  lumber 

and    agricultural   produce.     ItsThW 

manufactures  are  Siiil  mlchine^.tj- 


■N/ 


Oxbow 

bine  water  wheels,  engines,  bricks  and 
sewing  machines.     Population,  10,009. 
OxDOW,  a  town  in  Saskatchewan  on 
the  Sourls  River  and  tie  Canadian  Pa- 
cific railway.    Populatbn,  530. 
Oxley,   James    Macdonald    (1855- 
),  an  author,  bom  in  Halifax,  Nova 
Scotia,  and  educated  at  the   Halifax 
grammar  school,  Dalhousie  University 
and  Harvard  University.    He  began  the 
practice  of  law  in  18^,  and  continued 
in  it  for  five  yearR,  during  which  time 
he  edited  three  volumes  of  Nova  Scotia 
decisions  and  contributed  to  the  Amer- 
ican Law  Review.    In  1883  he  went  to 
Ottawa  as  legal  adviser  to  the  depart- 
ment of  marine  and  fisheries.     Since 
1892  he  has  been  manager  of  the  Mon- 
treal office  of  the  Sun  Life  Assurance 
Co.    After  he  went  to  Ottawa,  Mr.  O*; 
ley  b^an  contributing  to  The  Contt- 
nent,  and  extended  his  writings  until 
he  became  the  contributor  to  a  number 
of  the  leading  periodicals,  such  as  Scrib- 
ner's,  the  Popular  Science  Monthly,  The 
Forum,  the  North  American  Review, 
the  Magazine  of  American  History,  the 
Cosmopolitan,  the  Youth's  Companion 
and  others.    His  subjects  cover  a  wide 
field   but  are   chiefly   connected   with 
Canadian  history  and  adventure.    He 
is  also  the  author  of  Bert  Lloyd's  Boy- 
hood and  a  large  number  of  other  books 
for  young  people. 

Papineau,  Louit  Joseph,  pap' pe 
no',  (1789-1871),  a  Canadian  orator 
and  politician,  bom  in  Montreal  and  ed- 
ucated at  the  seminary  in  Quebec.  He 
was  elected  to  the  Legislative  Assembly 
of  Lower  Canada  in  1809.  He  com- 
manded a  company  of  militia  during  the 
War  of  1812,  but  saw  no  real  service. 
He  was  chosen  speaker  in  1817  and  held 
that  position  until  1837.  He  was  op- 
posed to  the  policies  of  the  royal  gov- 
ernors, with  whom  he  was  in  constant 
conflict,  and  as  a  direct  result  fled  to 
the  United  States  in  October,  1837.  He 
went  to  France  from  the  United  States, 
but  in  1847  retumed  to  Canada.  In 
1848  he  was  elected  to  a  seat  in  the 
Lower  House  of  the  United  Canadian 


Parks 

Parliament,  but  retired  in  1854,  wd 
spent  the  remainder  of  his  life  in  seclu- 
sion at  his  resirience  in  Montbello,  on 
the  Ottawa  river. 

Paris,  a  town  and  port  of  entry  situ- 
ated in  Brant  co.,  OnUrio,  on  the  Grand 
River  and  on  the  Grand  Trunk  railway, 
29  mi.  w.  of  Hamilton.  It  has  manu- 
factories of  iron,  needles,  refrigerators, 
and  also  contains  flour  mills,  knitting 
mills  and  plaster  mills.  It  is  in  the 
vicinity  of  extensive  beds  of  gypsum. 
Population,  3,300-  ,  .  .        . 

Par'kin,  George  Pobert  ( 1846-  ) , 
a  Canadian  educator  and  author.  He 
was  bom  in  New  Brunswick  and  edu- 
cated at  the  univerbities  of  New  Bruns- 
wick and  Oxford,  England.  He  was 
principal  of  the  College  School  at  Fred- 
ericton  until  1895,  at  which  time  he  be- 
came principal  of  Upper  Canada  Col- 
lege, Toronto.  He  is  the  admims- 
trator  of  the  Rhodes  ScholRr-,hip  Fund 
in  Oxford.  His  published  works  are 
Imperial  Federation,  Round  the  Empire 
and  The  Great  Dominion. 

Parks,   Dominion.    The   Canadian 
government  early  took  cognizance  of 
the  importance  of  preserving  m  its  nat- 
ural condition  the  remarkable  scenic  re- 
gion embraced  in  the  Rocky  Mountains; 
therefore  the  Dominion  government  has 
been  from  time  to  time  setting  apart  as 
national  parks  such  regions  in  the  moun- 
tain area  as  are  most  attractive  because 
of  their  natural  scenery,  and  other  re- 
gions which  because  of  their  resources 
need  the  protection  of  the  government. 
The  parks  established  by  the  govern- 
ment are:  ~  . 
Rocky  Mountain  Park.    First  and 
most  important  among  these  national 
parks   is   the   Rocky   Mountain   Park, 
which  is  k)cated  on  the  eastern  slope  of 
the  Rocky  Mountain  range  along  the 
main  line  of  the  Canadian  Pacific  rail- 
way and  comprising  an  area  of  2,880,- 
000  acres.    This  park  was  first  set  aside 
by  an  act  of  Parliament  in  1887  and  its 
area  was  extended  in  1902.    It  is  g«i- 
erally  known  as  the  National  Park.  The 
town  of  Ban€E  (See  Banff.  VoL  I.)  is 


Park! 

•own  IS  also  the  headquarters  fnr  fh- 

life  of  the  region  has  been  established 

larl',  ^'^f"^"^  °*  »'"ff«l«  and  other' 
arge  animals  is  maintained.    This  t»rk 

Ser^lSth'^^'^^LT^rK^ 

»>vi>rntn.«»  r        ^       """  ''  's  also  a 

from  K-".7'  *'''^''  '^^"^"^^  nortSard 

inc  grandeur  of  its  mountain  scenerv 
and  for  numerous  cascade  ,«^.^ 
falls     Th<.  m/^cf  -  *^^*^^*  and  water- 

SHo  h/rh^*'",?'-  ^^'"  Falls,  thoulh 
not  so  high,  are,  because  of  the  oecul.^r 

.tH"  •'«!'^"'  ""i"" 

th^.^'"f  ~"^»'^rted  in  this  pa  k  so 

J^ded  m  1903  and  has  an  area  o?,^: 
«»  acres  This  park  is  also  loca  ed  on 
Swra"nJ"rl!!!1.9-'^'-  PaciS; 


—     ."^  "'  tie  Canadian  Pacifir 

ft  SL"!?.T"'T">'  •")■ «'  »SS 

■  *""»  "»  "MiM  from  lie  tact  ih.t 


Paib 

nally  acquired  by  the  prov  n«  of  A  " 

r'j.  "jj"'.  """s  to  th.  foSt  of 

jireventM  from  becoming  extinct.    Bat. 

th/ h^Tof^;i,f  •    This  park  lies  along 
p/rifi       -.  *''*  projected  Grand  Trunk 

Sfwav'lr^  ""^  ?"''*■«"  Northern 
railway.    It  was  estab  shed  in  rofJIr,A 

iSo?,SnSL''s«tt'ter'"- 

tractive  scenic  ^,S'°/*;„rj:^; 
Se^'l  9?"^  »  «»t  includitTg 


Parry  Sound 
fufler  description,  see  Quebec  Ter-Cen- 
tenary. 

Parry  Sound,  a  port  of  entry  of  On- 
tario and  capital  of  the  Parry  Sound 
District,  is  situated  on  Parry  Sound,  an 
inlet  of  Georgian  Bay,  75  mi.  n.  e.  of 
Collingwood,  and  on  the  Parry  Sound 
and  Collingwood  and  Ottawa  railroad. 
The  town  has  extensive  lumber  mills 
and  is  also  engaged  in  the  manufacture 
of  leather.    Parry  Sound  and  the  sur- 
rounding  region   have  become   noted 
summer  resorts   for  people  from  the 
United  States.   The  town  contains  good 
public  buildings  and  churches,  and  has 
excellent    schools.    Population,    1909, 
4,000. 
Paterson,    WlUiam.    Hon.    (1839- 
),  a  Canadian  statesman,  bom  in 
Hamilton,  Ontario.    He  was  educated 
in  Hamilton  and  at  Caledonia.    In  1872 
he  was  elected  mayor  of   Brantford, 
where  he  resided     The  same  year  he 
was  elected  to  the  House  of  Commons 
and  continued  to  represent  his  constit- 
uency until  1896.    In  the  same  year  he 
entered   the   Laurier  cabinet  as  con- 
troller of  customs.    The  following  year 
he  became  a  member  of  the  privy  coun- 
cil and  was  appointed  minister  of  cus- 
toms, the  office  of  controller  having 
been  abolished. 

Patterson,  James  Colebrooke,  Hon. 
(1839-  ),  a  barrister  and  statesman, 
bom  at  Armagh,  Ireland,  and  educated 
in  Dublin.  He  came  to  Canada  in  1857 
and  in  1876  began  the  practice  of  law. 
He  was  successively  reeve  of  Windsor, 
warden  of  Essex  and  inspector  o? 
schools  for  Windsor.  He  was  in  the 
local  legislature  from  1874  to  1878,  and 
in  the  latter  year  was  elected  to  the 
House  of  Commons,  where  he  remained 
until  1891.  In  January  of  1892  he  be- 
came secretary  of  state  in  the  Abbott 
ministry,  and  in  the  ministry  of  Sir 
John  Thompson  he  was  made  minister 
of  militia  and  defense.  In  September, 
1895,  he  became  lieutenant-governor  of 
Manitoba  and  Keewatin. 

Peace  River,  a  river  of  Athabasca, 
with  two  heads  in  British  Columbia. 


Pembroka 

It  flows  north  and  east,  breaking 
through  the  eastern  divides  of  the 
Rocky  Mountains.  In  northern  Atha- 
basca, under  the  name  of  Slave  River,  it 
enters  Great  Slave  Lake. 
Pearson,  Benjamin  F^  Hon.  (1855- 
),  a  barrister  and  le|[islator,  bom 
at  Masstown,  Nova  Scotia,  and  edu- 
cated at  Pictou  Academy  and  Dalhousie 
College,  Halifax.  He  is  a  director  of 
the  Chronicle  Publishing  Company,  and 
has  interests  in  other  corporations.  He 
was  elected  to  the  legislative  assembly 
in  1901  and  reelected  in  1906,  in  which 
year  he  entered  the  cabinet  as  a  min- 
ister, without  portfolio. 

Pelletier,  Charles  Alphonse  Panta- 
leon,  pelteay',  Hon.  Sir,  K.C.M.G., 
K.C.,  B.C.L.,  LL.D.  (1837-  ),  a 
Canadian  barrister  and  statesman,  bom 
at  Riviere  Ouelle,  Quebec,  and  educated 
at  College  Sainte  Anne  d«  la  Pocatiere 
and  Laval  University.  *xe  began  the 
practice  of  law  in  i860,  and  later  be- 
came city  attorney  of  Quebec.  He  rep- 
resented Katnouraska  in  the  House  of 
Commons  frcmi  1869  to  1877,  in  vvhich 
year  he  was  called  to  the  Dominion 
Senate,  and  entered  the  McKenzie  ad- 
ministratk>n  as  minister  of  agriculture. 
He  retired  the  following  year,  on  the 
change  of  government.  He  was  presi- 
dent of  the  Canadian  commission  at  the 
Paris  Expositon,  in  1878,  and  speaker 
of  the  Senate  from  1896  to  1901.  In 
1904  he  was  appointed  judge  of  the 
superior  court  of  Quebec,  and  in  1908 
lieutenant-governor  of  the  province. 

Pelly  luver,  a  river  in  the  Yukon 

Territory.     It  empties  into  the  Mac- 

'  millan  River  and  further  west  is  joined 

by  the  Lewes  River.    The  three  empty 

into  the  Yukon  River. 

Pem'broke,  the  county-seat  of  Ren- 
frew CO.,  Ontario,  is  situated  on  an  ex- 
tension of  the  Ottawa  River  known  as 
Allumette  Lake,  and  on  the  Canadian 
Atlantic  railway,  15  mi.  n.  w.  of  Ren- 
frew. The  Muskrat  River,  which  flows 
through  the  town,  affords  ample  water 
power  and  the  industries  include  the 
manufacture   of   axes,   carding  mills, 


P«net«ngui«hene 

Gr.nd  T™„fc  ^'i,tr«",?  '^?'™  ">= 
"(•More,  a„  TrE    '"  'hiet  ™„. 

contains^  S,"'°i'°?:'='"'Portance.  It 
woolen   mSs   a„H    ?  T'-    ''«»'"eries, 

eral  deposits  a«  ni;  hi  T*"|  '?'"- 
19^.  estimated^'IS;.^^-   '^°P"'*"<'"' 

of  Edinburgh  he^stuZd  at  thY^Tr^^''^ 
sity  of  Gottineen     ol  i.-       *  Univer- 

Gennany  heTa"'  e^ed^t^'hT  M^" 
kenzie  scholarshin  !n  tif-  t-  "^  .^^'^- 
Edinburgh.  and T^^  '^^     *"'ty  of 

S'ty  College  at   nr^n)i-      J"^  Univer- 
of  the  Tpnit,  n    I     ;  ^"?  '*  *e  author 


~8r— 


PinUuuB 

in  the  cemer  of'thJo^.  °*"  "  '*^»"d 

1909.  4,«)o.    ^         °''''-     Population, 

Bay  of  &t?SH  '  "I  *""^*'^''  «>  the 
tario  raiKSrj  mi°"  ^""^  9?*™'  O"' 
It  is  a  ,i>rt%t^-  M  °l.Ki"^«on. 
tHes  arrcan„ing"*a^d  ictit"*  "'^r 

other  r2S'toJ*°p'^r^^'"*"'«J 
3,;op.      -"y'^w"*-    Population.  1909, 

Pictou  Harbor  aSrV^  '?  '°^**«1  o" 
railway  "*J^i  n  ''if  J"tercoIonial 
surroJndini  r^HnA  '^  "^  "*F»*-  The 
also  conSs  S«'  ''^'y,  '*'^''«  ""d 

quarries  Tb^rstoS''  fc""'' 
's  located  on  a  ««-  1    u      ""e  town 

quantities  of  coaf  builds''  ?^  ^'«' 
dried  fish  are  e^wrted  "^  ''°"«  «"d 
regularly  befu,«??!;    "    Steamers  ply 

province  of  lS»!  ''°'*  ^'"»««  «  the 
Pacific  rX^'^'^^'O"  'he  Canadian 
i.Soo.  ^*     Population  in   1909, 

of  aigarV!l?as  Jru^T l^t!''^' 

S^^onnSarf?    -  ^e 
John's   and    ^^&        Academy,    St 


PohoIm 

province  of  Manitoba.  In  1880  he  re- 
ceived the  degree  of  B.D.  and  D.C.L., 
and  D.D.  in  1887. 

Pono'ka,  a  village  in  Strathcona 
district,  Alberta,  on  the  Canadian  Pa- 
cific railway,  130  mi.  n.  of  Regina.  Pop- 
ulation in  1909,  800. 

Port'age  1«  Prai'rie,  a  city  of  Mani- 
toba, is  situated  in  the  Portage  plains, 
56  mi.  w.  of  Winnipeg,  on  the  Cana- 
dian Pacific,  the  Canadian  Northern, 
the  Grand  Trunk  Pacific  and  the  Great 
Northern  railways.     It  is  located  on 
the  main  lines  of  the  three  great  trans- 
continental railways  of  Canad  ,  and  its 
connection   with   the   Great   ..orthern 
gives  it  direct  communication  with  Min- 
neapolis, St  Paul  and  other  large  Amer- 
ican cities.     This  makes  it  a  natural 
distributing    point    for    manufacturers 
and  shippers.    The  chief  industries  in- 
clude Sour  and  oatmeal  mills,  brick 
yards,  a  sash  and  door  factory,  a  pump 
fatcory,   a    cigar    factory,    a   radiator 
plant,  and  a  plant  for  the  manufacture 
of  farm  machinery.    There  are  also  a 
number  of  large  elevators.     The  city 
has  an  important  wholesale  trade  v/hich 
is  constantly  growing.    Portage  la  Prai- 
rie is  noted   for  its  wide  and   well- 
kept  streets  and  avenues,  which  arc  lined 
with  beautiful  shade  trees.     It  has  a 
number  of  parks.  Island  Park,  immedi- 
ately south  of  the  city  and  nearly  sur- 
rounded by  Crescent  lake,  being  one  of 
the   most  beautiful   parks   in   western 
Canada.    The  city  is  well  lighted  and 
has  excellent  systems  of  waterworks 
and  sewage.    It  is  the  site  of  a  collegi- 
ate institute,  normal  school  and  busi- 
ness college.     These  institutions  with 
the  excellent  system  of  public  schools 
give  Portage  la  Prairie  exceptional  edu- 
cational   facilities.    Population,     1909, 

7.500- 

Port  Arthur,  a  city  of  Ontario,  is 
situated  in  Algona  district,  on  Thunder 
Bay,  on  the  n.  shore  of  Lake  Superior 
and  on  the  Canadian  Pacific  and  Cana- 
dian Northern  railways,  200  mi.  n.  e.  of 
Duluth,  with  which  it  is  connected  by 
steamer.    It  is  an  important  port  for  the 


PrMbytcriaai 

transshipment  of  grain,  which  ia 
brought  down  the  lake  in  (teamen,  and 
also  for  the  west  bound  manufactures, 
which  are  brought  up  the  lake  by 
steamer.  It  has  large  lumbering,  fish- 
ing and  mininr  industries,  alio  exten- 
sive grain  elevators,  one  being  oonstd- 
cred  the  largest  in  the  world  an«i  hav- 
ing a  capacity  of  7,500,000  bushels.  The 
blast  furnace  of  the  Atikokan  Iron  Co., 
and  the  coal  docks  of  the  Pittsburg  Coal 
Co.  are  also  situated  here.  A  dry  dock 
and  a  ship-building  plant  are  also  in 
the  process  of  oonstructran.  Pecula- 
tion, 1909,  estimated  at  14,000. 

Port  Hope,  a  town  located  in  Dur- 
ham CO.,  Ontario,  Canada,  on  Lake  On- 
tario and  the  Grand  Trunk  railway.  It 
has  a  fine  harbor  and  a  very  active  trade 
in  lumber  and  grain.  There  are  manu- 
factories of  woolen  goods,  buttons, 
leather,  wooden  ware,  steam  engines 
and  machinery.    Populatk>n,  4,^61. 

Port  Moody,  a  post  village  in  New 
Westminster  district,  British  Columbia, 
and  a  station  on  the  Canadian  Pacific 
railway,  13  mi.  e.  of  Vancouver.  Popu- 
lation in  1909,  700. 

Potts,  Jonathan.  D.D.,  (1838-  ?  ), 
a  Canadian  clergyman,  bom  in  Ireland. 
He  came  to  Ontark>  when  a  young  man 
and  engaged  in  the  mercantile  business. 
Later  he  studied  for  the  ministry  at 
Victoria  University  and  in  time  became 
pastor  of  the  Metropolitan  Church  in 
Toronto.  He  attained  prominence  as  a 
temperance  supporter  and  became 
chairman  of  the  International  Sunday 
School  committee.  Dr.  Potts  was  an 
orator  of  more  than  usual  ability.  He 
was  also  prominent  in  all  kinds  of  phil- 
anthropic work. 

Presbyterians.  The  first  Presbyte- 
rians who  came  to  America  were 
French  Huguenots,  sometimes  called 
Calvinists.  The  first  presbytery  was 
organized  in  Nova  Scotia  in  1789.  A 
union  of  the  presbvteries  of  this  prov- 
ince in  1817  resu.ced  in  the  organization 
of  the  first  synod,  known  as  The  Synod 
of  the  Presbyterian  Church  of  Nova 
Scotia,  composed  of  three  presbyteries, 


I^rwbjrtwimi  -, , 

in  n.^"'  prwbytery  was  organised     vilfT^^w"  «=°"nty-seat  of  Gren- 

of  the  Caiwdts.  This  presbytery  ffi  T«,1^*.™J?'^'  ^'^"  ""^  th^  Grand 
f««ne  The  United  S^J^ofV^l  lTmi*f  ^^"ft"  ^^'^^'  ^ ' '*"y» 
Canada,  and  in  1840  was  united  U^h     i„i  ?  •'  *•  "'•  °^  Montreal.   Th<  chief 

the  Synod  of -anarini'nnSnS  treweS  f^!)?'.'-..  °'   '«'"    '°""^S 

the  Church  of  Scotland.  ri«  '?  »'  */''»*'"«^  and  mam  facto- 

The  disruption   of  the  Church  of  Sfs  anH 'i!!!'''  «""y  wheels,  baskets, 

Scotland    n   1841  Jed   to  aimiill  a?  ■  °  8'wse».    Gram  elevators  hav- 

n.ption.  amon?Ve  l4?3byt™S„s  of  Z?  '^^'l^  °'  «  -"""^n  bushels  are 

the  colonies,    f  he  CanSiirdTsZtion  Jf^t  W'l^  ^''%  '^^'  *°^  "  'he  si" 
took  place  in  Kingston  in  i&JJ^'^  So         Pr«K''!:- /"P""''^"' 'W.  3.000. 

Vnods    were    the    result.     Th7  Frw  OntJrr  ^'  V°*"  '"  ^aterlod  co., 

Church  Synod  in   ,844  estaJ«she^  S  SSC    ft""^    '  °"  "^^  i^""^  '^"'"'^ 

Toronto  a   theologicaJ   colleee    awr  «K'       -J"  «>nnected   by  electric 

wards  called  Knol  CoC^^'dSS  SdTs In  im.!Jw*".  "'«'''«""^  ^wnS 

the  years  1845-1875  the  edu^cationaf  fea?  ter     "n,"  TJ?°r*"*  '"fnufacturing  cen- 

ture    was    greatly    emphasized     The  Starii     •''*"?^ '"''""^»*^*»^««  "«  agri- 

trammg  of  young  men  for  the  ministry  stoiSI  LT''^"''"*'' ^*°°'«"    K^^". 

resulted  in  the  establ.shment  of  nSr-  duc«  Hv.  .!"'^*"'-  •  ^''«  ^"'"«  P">- 

^  «chool8  and  colleges,  of  wh  ch  the  IthJ^L^'^^'JI'''"^'"^  vegetablrs. 

tKsn?;ed^°"^'  °'  "^*^«  -  iat^?r&~'*' "'*'''' ^^--  ^°p"- 
c^TSr^sr^itr^-.^^^^^^^^  ?.^r?"^'°^^"^-^^^^^^^^^^^ 

In  1846  Rev.  John  Geddie  waTsent  hv  S  »J;-     ."  ' ,  ^  •^"utiful  country,  rich 

geSynodofNovaScotatohrNew  nteS^'I""',^™*!"'^'';.    The  leading 

Hebndes     For  several  years  prevkSJ  S2n     Pnn'i.  •  "''^'■'   ^^^  '^^  "»* 

to  1875  there  were  attempts  to  Ee  ?he  ^Prin  J  ?"i'^*'°!l'  f?*" 

Presbyterian  forces  into  a  perSSienJ  iZ^aLt^:^^  J""*  Indu-trUl 

union.    The  Presbyterians  in  thTS  cSoftTfr  1"^   ^°'»!  ^«**''<^d  «- 

em  and  Western  Vovinces  beton^Jg  gSo   V^/tv^'  ^^^  ^'^^^  Edwa«d 

Se^rtr^^trm^^^  ?;=    prfr^f^^^^^'-.  ^''e  smallest 

the  Presbyterian  Chirch  in  con^c^ion  iSl^nf '**"*f ;    ^  "  "°t«'l  ^o""  its  rich 

with  the  Church  of  gJdaSSX  du  t^fe^  T*"' ^'T*''    The  chief  irJ 

agreed  upon  a  basis  of  unSn  and  S  AcSrrflf!  ''f  ^"'t"!:*=  anc*  fisheries. 

Montreal.  June  IS.  187s,  was  oriS^Jd  thf^L    •*^*°  "'^  statistical  report  of 

The  General  Ass^,;mb5?orthe  Ky  Stel^i^!!:;?"  ^7l"""^nt  f .r  i^.  the 

terian  Church  of  Canak    iSere  "ei.  w£  jgSS^^^  ?,'  "T^"^  '^'  '^'""<' 

623  mmisters  on  the  roll.    Great  prog-  7s  l^^'    ^^'^  *^*''^*  "'™  *«« 

ress  has  been  made  s-nce  tie  union.  Hay                         $, 

There  are  now  eight  synods,  with  sixty-  Oats ?4.049.ooo 

SIX  presbyteries.     In  1908  there  were  Potat(i^s 2.023.000 

reported  to  the  generalassemblv  the        R«^..  .if   •'••. i.832,tx» 

foDowing  contributions^               ^  ''  ar?  Sl   daL"'"'"^-'      -'' P*'*''°*' 

Home  Missions $160.52781  st^^I  ,&"/.'*"''  •'■'?'"^  °^  "^» 

Foreign  Missions. . .   1678^^  tr£     ThJT^'^^  agricultural  indus- 

There  are  five  .y.oiicf!^S,  S  .Itl'SZ'JS^^'.  "^  '"" 


PvtoM  Rupatt 

The  Prince  Edward  hbuid  railway 
extends  the  length  of  the  province  and 
for  some  time  the  initabitants  have  aei- 
tated  the  question  of  connecting  uie 
island  with  the  mainht.d  by  means  of  a 
submarine  tunn''!.  This  project  meets 
the  approval  of  the  Dominion  govern- 
ment and  the  work  will  be  constructed 
provided  it  can  be  done  without  too 
great  expense. 

Pr'.nc*  Rupert,  a  city  of  British  Ca- 
lunAia,  situated  on  the  coast  550  mi.  rt. 
of  Victoria  and  at  the  western  tenrii- 
nuk  of  the  Grand  Trunlc  Pacific  rail- 
way. The  city  is  located  on  an  excel- 
lent harbor,  just  east  of  the  Queen  Char- 
lotte islands  and  just  south  of  the  most 
southern  point  of  Alaska.  The  sur- 
rounding country  has  unlimited  agri- 
cultural, mineral  and  forest  resources 
and  the  bay  and  nearby  rivers  abound 
in  fish  so  that  extensive  fishing  indus- 
tries are  already  established.  With  the 
completion  of  the  railway,  Prince  Ru- 
pert will  become  one  of  the  most  im- 
portant ports  of  the  Pacific  coast.  It 
ts  500  miles  nearer  /t'^ka  and  400 
miles  nearer  Japan  than  any  other  Pa- 
cific port  of  North  America.  Before 
k>ts  were  ofTered  for  sale  the  city  was 
laid  out  and  grades  established  ^  en- 
gineers acting  conjointly  with  the  gov- 
ernment and  the  railway  company. 
Within  six  months  from  the  time  it  was 
thrown  open  to  settlement.  Prince  Ru- 
pert had  a  population  of  over  4,000. 

FugalCT,  Williwn,  Hon.  K.C..  D.C. 
L.,  P.C.  (  ),  bom  at  Sussex, 

New  Brunswick,  and  educated  there 
and  in  the  University  of  New  Bruns- 
wick, from  which  institution  he  gradu- 
ated in  1868.  He  be«ran  the  practice 
of  law  in  1872,  and  for  ten  years  was 
reporter  of  the  supreme  court  of  the 
province.  In  1891  he  was  appointed 
queen's  counsel.  In  1885  he  was  elected 
to  the  New  Bnmswick  assembly  and 
was  =.peaker  of  the  House  frcan  March, 
1887,  to  May,  1889,  when  he  was  ap- 
pointed solicitor  general.  He  resigned 
this  ofHce  in  1892.  In  1900  he  became 
attorney  general  for  the  province  and 


QotkM 

in  1907  waa  chotcn  prime  minister.  In 
August  of  the  same  yenr  he  became  • 
member  of  the  privy  council  of  Canada 
and  was  appointed  minister  of  puUie 
works. 

PuaahoB,  William  Morlay,  pun'- 
shun  (1834-1881).  an  English  Wcslev- 
an  Methodist  minister,  bom  in  York- 
shire. He  entered  the  ministry  in  1844. 
After  holding  a  number  of  pastorates  in 
EMland  he  was  sent  to  Canada''  in 
i9&,  as  president  of  the  conference. 
He  returned  to  EngUnd  in  1873.  In 
1875  he  was  made  secretary  of  the 
Wesleyan  Methodist  Misswnary  Soci- 
ety. He  was  one  of  the  most  influen- 
tial ministers  of  his  day. 

Pjme,  Robert  Allan,  Hon.,  M.D. 
(1855-  ),  a  Cai'adian  physician  and 
legislator,  bora  at  Newmarket,  Ontario. 
Previous  to  his  electk>n  to  the  legisla- 
,ture,  he  held  the  positx>ns  of  chairman 
of  the  Torrnto  school  board  and  the  To- 
routo  free  library  board.  He  was 
elected  to  the  legislature  ia  1898,  and 
returned  in  1902  and  1^5,  in  which 
year  he  was  appointed  mmister  of  edu- 
cation in  the  Whitney  administration. 

Quappelle,  kap'e!,  a  post  village  of 
Saskatchewan,  located  on  the  Canadian 
Pacific  railway,  320  mi.  w.  of  Winnipeg. 
It  is  in  the  midst  of  a  rich  a^cultural 
re^n  and  is  an  important  distributing 
pomt.  Fort  Qu'Apjpelle,  twenty  miles 
distant,  is  an  old  post  of  the  Hudson 
Bay  Company.  There  are  several  In- 
dian reservations  in  this  vicinity  and 
an  important  Indian  mission  school  is 
located  about  eight  miles  from  the  town. 
Populatwn  in  1909,  800. 

Quebec,  Industrial  Development  of. 
A  general  description  of  this  province 
is  given  in  the  article  Quebec,  Vol.  IV. 
This  present  article  will  deal  with  the 
industrial  development  that  is  now  tak- 
ing place  in  this  province.  The  mate- 
rial development  of  Quebec  has  always 
been  slow  and  steady.  Several  parts  of 
the  province  have,  however,  during  re- 
cent years  shown  a  very  rapid  growth. 
Increased  railroad  facilities  have  opened 
up  new  districts.   The  far  northern  re- 


—•0— 


Qutbw 


wnoojs  of  affnculture  hv  »k. '"      I^'^-**  •"«  the  wasei  anumnt^i  .„ 


loii  -«^^.\.  ""*  government  aid  in 
1908  .mounted  to  $a6ifioo.    In  iqqR 

J.rm  V«ri  >'  '»'^'«38  .cm 


$io8,6oa 


wagei  amounted  to 
/i!f  '^OPP*'"   ii'Iustry   waa 


iTranite    «e<2(,if  "J"'?'  production; 
granite    $560^36;    bncki,    Isac^oo- 

w3,5«a    Other    mineral*.    ...,.1.    ,, 


horiei,  884.896  milch  ^nl^i^    "^  .minerals,    luch    > 

--"..    ««,,oy3    other    cattle     600 ofia  ^^m^j"°"  °"'  "«n  ore.  phosphn 

sheep  «,d  751.336  .wine    rfc  tnSf^  f?*/1j'  «"J»'''<''  '««<=hed  ^  totJl  value 

du'try  i.  quite  extensive.    TSeaalirj  S-  ^^-^^^.igS.    Earjv  i„  ,908  "  d  w« 

of  the  fruft  makes  it  much  iTdSSS?  tT""^    "  .*''«  To^nsh^of  Ma  " 

and  the  province  carries  on  quite^x-'  ^J^i  "**f  M^'  Megantic,  on  the  l". 

te„«ve  foreign  trade  in  this^mduct^^^  Jejolon.^  railway,    Wh.fc  ittSrting 

The  fol  owmg  tables  give  aome  idea  of  ?h-     ""  ""'  """'"fi:  ««ns  ♦o  be  one 

of  the  agricultural  indu.t% :      ^  ""■  d'rfJ'TP/  industries.  Capiul  fmm 

«L„  '^"""^-I'-de  the  province  1^  pouring 

8I71IMABT  or  CHOPS  >X)B  Ijos 


Ciot 

SterlBf  Wheat  . 
Oatu  

gw«V 

By«    

Coni 

Ml««d  Oraiu  . . 

BnekwhMt 

Potatowi    

Hay  tnd  CloTer. 

•TOBi. 


1.040,000 


109,800 

20,000 

83,000 

13SJS00 

91,400 

139,000 

8,898,800 


1,484,000 

30,478,000 

8,170,000 

320,000 

1,186,000 

3,2SO,00<I 

8,111,000 

10,880,000 

•3,478,000 


28. 
19.8 
10.1 
33.0 
84.4 
88.1 
180. 
•1.8 


FBUIT  CHOP  FOB  1908. 

ApplM,  bmheli"! «  0911 11. 

P*«lie.,  bMheli 8,080,118 

Pean,  bnsbeli ,   ij 

CluniM,  bnthala  .  JS'S? 

otw  ft^u,  b^i;:::: : : ; ^fj-ss 

QnpM,  ponnds oSi'SlX 

8--iA,»«t..::::::;:::::;;:8J^%«j| 


9  1,083,000 

19,889,000 

1,018,000 

888,000 

903,009 

•,S09,00(> 

1,480,00 

0,841,eO< 

_88.198,00B 


Mining  This  industry  has  large  in- 
terests and  IS  very  extensively  carried 
on  throughout  the  province.  The  de- 
velopment of  new  railroads  has  given 
an  impetus  to  capital  which  has  been 
freely  used  to  develop  new  regions, 
uunng  the  calendar  year  of  1907  the 
,;  t  shows  the  following  results: 
ne  production  of  asbestos  was  61  - 
^oJ  tons,  valued  at  $2441,919;  the  men 


into  these  fields  aa.d  causing  the  mineral 
industries  to  flourish.  mineral 

Manufactures.     The  trade  of  the 

W"'lm^^''*^^"  »9°8  *«  "  fol! 
$iu  wc8^    nr'^^?5.368:  exports, 

famirin!:^;,K9"if'**=  ''"*  4,905  mnu. 
lacturing  establishments  with  a  com- 
bined capital  of  $2SSfioofioo.  AiSSL 
he  manufactories  are  booVshoeTSt? 
tons,  matches,  potash  and  woS  'pSfp 
Transportation    and    Comkercr 

c^efTfof  ?  St  Uwrence  has  bS,  a 
cnief  factor  m  the  developing  of  this 
province.  Montreal  is  a  greaJdistribu! 
ng  center;  one-third  ofall  CanaS'^ 
trade  passes  through  Montreal.     The 

Tv  ih??^^"  °^  ""■'"'"''»  has  been  aided 
by  the  Dominion,  provindal  and  munfc- 
ipal  governments.    These  lines  greaUy 


^y,^ 


m't 


QiMbM  Ttr-CMttaary 

•id  in  furnishing  thippine  (acilitiet 
throughout  the  province.  Seven  hun- 
dred and  thirty-nine  ocean  vcMeU 
cleared  from  Montreal  in  1908.  The 
•bipmenti  in  1908  were  as  foflowa: 

31,421,083  bushels  of  grain. 
1,785,696  boxes  of  cheese. 

100,045  head  of  live  stock. 

3a«33i  barrels  of  apples. 
I,ia8,i47  sacks  of  flour. 

335,748  bales  of  hay. 

Qodbae  Tar-Cantanary,  a  celebra- 
tion held  at  the  site  of  Quebec  in  July, 
190B,  in  ci  iimemoration  of  the  three 
hundredth  anniversary  of  the  founding 
of  that  city  by  Samuel  de  Champlain. 
The  project  was  first  discussed  in  the 
MOTuner  of  1905 ;  in  Ma^.  1907,  a  gen- 
eral committee  of  organisation  was  ap- 
pointed. The  Dommion  govemmftit 
contributed  $100,000,  and  the  provu.-< 
and  city  of  Quebec  $50,000  each, 
towards  defraying  the  expenses  of  the 
celebration. 

In  September,  1907,  His  Excellency, 
Lord  Grey,  advocated  at  a  leading  lea- 
ture  of  the  cekbr&tion  the  acquisition 
of  the  Plaint  of  Abraham  and  the  bat- 
tk '  ;ld  of  Sainte  Foy  and  the  making 
of  these  battlefields  into  a  national  park. 
This  idea,  which  had  been  given  first 
public  utterance  by  Mr.  Chouinard,  ed- 
ilc  of  the  Quebec  Telegraph,  three 
yek:'  before,  met  with  universal  ap- 
proval in  the  Dominion  and  was  sanc- 
ti(med  by  the  king,  who  contributed 
liberally  towards  its  consummation.  The 
nature  and  objects  of  the  plan  and  the 
historical  situation  were  clearly  set  forth 
by  Lord  Grey  in  an  address  at  a  public 
meeting  in  Ottawa.    He  said: 

"The  immortal  associations  which 
clinp  around  the  battlefields  of  Quebec 
are  the  precious  inheritance  of  English- 
ir  >n,  Scotchmen,  Irishmen  and  French- 
n.en.  The  contain  enough  and  more 
than  enoujfh  to  feed  and  stimulate  the 
mtwnal  pride  of  all,  no  matter  whether 
th»7  be  of  British  or  French  descent. 
Tfak'te  is  anoth  '  aspect  from  which  the 


QtMbM  T«r>Ctnt«Mry 

battlefields  of  Quebec  should  be  W»- 
cially  dear  to  you.  It  was  there  that 
French  and  British  parentage  gave  birth 
to  the  Canadian  natkm.  Today  the  in- 
habiuntt  of  the  Dominion  are  neither  / 
English  nor  French.  They  stand  be- 
fore the  world,  not  as  English  or 
French,  but  at  Canadian.  It  it  from 
the  inspiring  standpoint  of  Canadian 
natbnality  that  the  proposal  to  cele- 
brate the  three  hundreilth  birthday  of 
Canada,  by  the  nationalization  of  the 
famous  battlefields  of  Quebec,  shouki 
win  the  enthusiastic  support  of  every 
patriotic  Canadian.  If  we  regard  the 
question  sectwnally  I  would  ask  where 
is  the  well-informeid  Briton  to  be  found, 
no  matter  in  what  part  ot  the  Empire 
he  may  reside,  who  hat  not  a  personal 
interest  in  the  Plains  of  Abraham  where 
the  cornerstone  of  Greater  Britain  wat 
laid?  I  might  say  the  same  of  every 
well-informed  American.  It  is  known 
that  the  battlefield  of  1759  was  the 

Crchment  on  which  in  1775  the  Dec- 
■ation  of  Independence  was  inscribed. 
If  the  Battle  of  the  Plains  decided  the 
fate  of  North  America,  it  was  equally 
certain  that  the  Battle  of  Ste.  Foye  won 
for  the  French-Canadians  the  secure 
enjoyment  of  their  language,  their  re- 
ligion and  their  laws." 

At  fina'ly  planned,  the  chief  features 
of  the  celcbratmn  included  (i)  the  ac- 
quisition and  dedication  of  a  national 
park;  (2)  a  series  of  pageants,  eight  in 
number,  commemorating  the  founda- 
tion of  Canada;  (3)  the  dedication  of  a 
monument  to  Bishop  Laval;  (4)  sport.'s 
and  tournaments  or.  land  and  sea.  The 
time  set  for  the  event  was  July  loth  to 
31st.  Invitatwns  were  extended  to 
Great  Britain,  the  United  States  and 
other  foreign  nations,  all  of  which  sent 
representatives.  The  United  States  was 
represented  by  Vice  President  Fair- 
banks, and  the  British  Empire  by  His 
Royal  Highness  the  Prince  of  Wales. 
This  royal  visit  and  the  presence  of 
British,  French  and  American  warships, 
did  much  to  emphasize  the  interna- 


QiMbK  TM-^CmttiMry 

tloiial  fetture  of  the  occasion  and  alio 
to  add  to  lu  spectacular  iucccm  and 
niftoric  imporunce. 
The  followhiij  pageants  occurred  be- 


tween  July  a4th  and  3,»t. 

or"sui!'*"*  <!."?>•  *"»«  Village 
of  Stadacona  and  Indian  festivitiS. 
Jacaues  Cartier  .'ants  a  crow  on  the 
Unfc  of  the  r;  The  Gardens  of 

Ijontaincblcau  anu  Jacques  Cartier  at 
the  Court  of  France. 

r£/**""*  ^'^>-  The  Louvre. 
Uwmplam  receives  hts  commission 
from  Henri  IV.  Madame  de  ChaT 
plam  comes  to  Quebec. 

3"!  Pageant  71639).  Arrival  of  the 
ilospitalieres  and  Ursuline  Nuns.  Wel- 
come by  the  Governor,  Hault  de  Mont- 
n»gny,  Knight  of  Malta.  Marie  de 
1  Incarnation  and  the  Indian  children. 

4th  Pageant  (1660).  Dollard  des 
Urmeai-x  and  his  companions  in  arms 
at  the  Longue  Sault  Battle  with  the 
Iroquois. 

,.5th  Pageant  (1665).  Mgr.  de  Uval 
ceremonially  receives  M.  de  Tracy 
Lieut-Gcneral  of  Louis  XIV. 

6th  Pageant  (16;^)).  Daumont  de 
a«int-LiHson  takes  possessbn  of  the 
Westen  ountry  in  the  name  of  the 
King  01  France. 

7tii  Pageant  (1690).  Comte  de  Fron- 
tou't  receives  the  messenger  of  Sir 
Wi"»«5  Phips  at  the  Chateau  St.  Louis. 
8th  Pajgeant(  1759-1760).  Montcalm 
and  Levis.  Wolfe  and  Murray  with 
their  respective  regiments  in  a  parade  of 
honor,  march  and  countermarch  on  the 
Plains.  General  salute  by  the  troops 
answered  by  the  guns  of  all  the  war- 
ships. Grouping  of  all  the  historical 
characters  of  the  procession  and  the 
pageants. 

For  extent  and  magnitude  they  have 
never  been  equaled  in  America  or  prob- 
ably in  the  world.  The  Canadian  An- 
nual Review  of  1908  speaks  of  this  fea- 
ture of  the  program  as  "one  absolutely 
unequaled  in  the  history  of  the  Amer- 
ican continent,  and  unexcelkd  in  the 
record  of  pageants  anywhere,  owing  to 
the  extraordinary  combinatkHi  of  real 


QtMbM  Tflr>CMt«Mry 

.■?*•*!•^  Pictures  of  a  ceremonial  past : 
the  Britisfi  royalty  and  power  orSe 
pre^nt  with  the  I^rench  ^eatnew  and 
glory  of  three  hundred  year-  »)cfore  " 
Over  ia,ooo  of  the  militia,  including  in- 
fantrv  and  cavalry,  took  part  in  the  mili- 
Ury  features  of  the  program,  and  added 
so  much  to  the  KucceHs  of  the  occa.«on 
that  they  won  the  following  commenda- 
tion from  the  Prince  of  Wales  • 

"The  Prince  of  Wales  directs  me  to 
convey  to  you  the  expression  of  his 
highest  appreciation  of  the  very  sue- 
""'»'  [«y>cw  of  the  Canadian  Militia 
which   His  Royal    Highness   had   the 
great  ^easure  of  beholding  this  mom- 
IW.    He  IS  well  aware  that  the  work 
of  conveying  so  large  a  body  of  men 
•^horses  to  Quebec  muBt  have  en- 
UUed  much  heavy  work  and  careful  or- 
ganizatton ;  also  that  many  of  the  troops 
could  only  have  been  present  at  con- 
•iderable  sacrifice.    The  Prince  heart- 
ily congratulates  you,   Brigadier-Gen- 
eral Otter,  and  the  Staff,  upon  the 
happy  results  of  your  efforts.    The 
march-past  was  extremely  well  carried 
out,  and  His  Royal  Highness  hopes  you 
will  convey  to  all  ranks  his  congTatula. 
tions  upon  the  soldierlike  bearing  and 
smartness  on  parade  of  the  Canadian 
trom>s. 

The  Quebec  Ter-Centenary  was  of 
great  national  and  intematwnal  signifi- 
cance.   Never  before  in  the  history  of 
the  Dominion  has  there  been  such  a 
gathering  within  its  borders  of  noted 
men  and  historic  names  as  occurred  at 
Quebec  in  July.  1908.    The  participa- 
tion of  every  province  in  the  celebration 
tended  to  unite  them  more  firmly  to 
the  Domink>n.    The  honor  paid  by  Can- 
ada to  the  United  States.  France  and 
other  nations  in  inviting  them  to  join  in 
the  events,  cemented  the  friendship  al- 
ready existing  between  the  Dominion 
und  theae  natrons,  and  the  presence  of 
the  heir  to  the  British  throne  strength- 
ened the  bond  of  union   which,  ever 
wiKC  the  confederation  has  existed,  has 
beeo  strong  between  the  Empire  and 
her  loreinost  colony. 


4 


- '  '1 

■'If 

Ml 


QuetneUe  Lake 

Quctnelle  Lake,  kah  nel',  a  lake  in 
the  Cariboo  district  of  British  Colum- 
bia, east  of  Alexandria,  on  the  Fraser 
River.    Area,  94,080  acres. 

Railways.  There  are  in  operation 
in  the  Dominion  of  Canada  ( 1910)  over 
33,000  miles  of  railway.  Most  of  this 
mileage  belongs  to  or  is  operated  by 
some  OTie  of  the  following  great  sys- 
tems: The  Grand  Trunk,  the  Cana 
dian  Pacific,  the  Canadian  Northern, 
the  Grand  Trunk  Pacific  and  the  Inter- 
colonial. Each  of  these  systems  is  de- 
scribed under  its  respective  title;  and 
these  systems  with  their  connecting 
cross  lines  form  a  network  of  railways 
which  reach  to  every  important  point  in 
the  settled  portions  of  tne  Dommion  or 
are  being  rapidly  extended  to  these 
points.  The  Intercolonial  railway,  the 
Prince  Edward  Island  railway  and  the 
Grand  Trunk  Pacific  are  what  are 
known  as  government  roads;  that  is, 
they  are  owned  and  operated  by  the 
government,  or  they  have  been  assisted 
to  such  an  extent  in  their  constructicm 
that  the  government  exercises  supervi- 
sion over  them.  The  great  demand  for 
railways  since  the  opening  of  Western 
Canada  has  led  the  Dominion  govern- 
ment to  be  very  liberal  in  aiding  in  the 
construction  of  important  lines  by 
granting  such  a  portion  of  the  expense 
of  construction  as  will  enable  the  com- 
pany to  complete  the  work  or  to  under- 
take it  with  a  good  prospect  of  success. 
All  of  the  railways  of  the  Dominion 
are  imder  the  Department  of  Railways 
and  Canals,  at  the  head  of  which  is  the 
minister  of  railways.  The  direct  ad- 
ministration is  in  the  hands  of  a  railway 
commission  of  four  members. 

Rapid  City,  a  town  in  Marquette 
CO.,  Manitoba,  situated  on  the  Little 
Saskatchewan  River  and  the  Canadian 
Pacific  railway,  22  mi.  n.  of  Brandon. 
Its  chief  industries  are  woolen  and  flour 
mills,  a  creamery  and  brickyards.  Pop- 
ulation, 1909,  800. 

Ray'mond,  a  citjr  of  Alberta,  situ- 
ated on  the  Canadian  Pacific  railway. 


Regina 

18  mi.  s.  of  Lethbridge.  The  chief  in- 
dustries include  a  factory  for  the  manu- 
facture of  beet  sugar,  a  knitting  mill, 
grist  mills  and  grain  elevators.  Ray- 
mond is  an  important  shipping  point  for 
cattle,  since  it  is  located  in  the  midst  of 
an  excellent  grazing  district.  Among 
the  public  buildings  of  note  are  an 
opera  house  and  the  high  school.  The 
city  has  electric  lights.  Population, 
1909,  2,000. 

Read,  Joseph,  Captain  (  -  ), 
a  sea  captain  and  legislator,  bom  at 
Summerside,  Prince  Edward  Island. 
He  was  elected  to  the  legislature  in  1900 
and  reelected  in  1904  and  1908.  He 
was  a  member  of  the  Peters  adminis- 
tration without  portfolk),  but  resigned 
in  1905;  he  became  a  member  of  the 
Haszard  ministry,  without  portfolio. 

Rcaume,  Joseph  O.,  Hon.,  M.D. 
(1856-  ),  a  Canadian  physician  and 
legislator,  bom  at  Anderton,  Ontario, 
and  educated  at  Assomption  College, 
Detroit  Medical  College,  and  Trinity 
Medical  Collie,  Toronto.  He  was 
first  elected  to  the  legislature  in  1902. 
In  1905  he  was  appointed  commis- 
sioner of  public  works  in  the  Whitney 
administration. 

Red  Deer,  a  town  in  the  province  of 
Alberta,  on  the  Red  Deer  River  and  the 
Canadian  Pacific  railway.  It  has  excel- 
lent water  power  facilities  for  manu- 
facturing purposes.  Two  brick  and 
tile  factories  and  two  lumber  mills  fur- 
nish the  chief  manufactures.  Popula- 
tion in  1909,  2,500. 

Regi'na,  the  capital  of  the  province 
of  Saskatchewan,  is  situated  on  the 
Canadian  Pacific  railway,  356  mi.  w.  of 
Winnipeg.  It  is  a  divisional  point  of 
the  railway  and  its  leading  manufac- 
tures include  sash  and  doors,  soap,  agri- 
cultural implements,  a  foundry,  and 
bricks.  The  branches  of  the  Canadian 
Pacific  and  Canadian  Northern  railway 
extend  from  the  city  in  various  direc- 
tions and  make  it  an  important  distrib- 
uting point.  It  has  the  government 
building  of  the  province  and  the  pro- 


Reindeer  Lake 

vincial  normal  school.    The  city  mam 
tarns   an   excellent   system   of   Sc 
schools.    Population,  igoo   14  cq^ 

Reindeer  Lake,  a  ifS'siSd  in 

Mrtlvo'n  T^.^  Saskatchewan,  and 
partly  on  the  boundary  between  that 
provmce  and  Keewatin.^It  iHtout  iS 
miles  long  and  25  miles  wide.  I  \f. 
ceives  the  waters  of  the  Reindeer  River 

Jatft  w^  ''  *^'^  P°'"*  affords  aS: 
dant  water  power  and  the  town  con- 
tains numerous  manufactories,  includ- 
«ng  woolen  mills,  saw  mills,  flour  Ss 

rTes  ti  leST^  ^'^^^^^nware  fac^'i' 
ries.  tile  and  lime  industries.  It  has  the 
ar&«t  creamery  in  Canada.  Its  5uca! 
t|ona  faculties  include  a  complete  put 
lie  school  system  extending  from  the 
kindergarten  to  the  high  sch%,  There 
IS  also  an  excellent  collegiate  institute 
Population  1909,  3,500.  *  "''• 

Revelstoke',  a  city  in  the  Kootenav 
district  of  British  Columbia,  and  d^JJ 
sion  point  on  the  Canadian  Pacific  rail- 
way, containing  large  shops.  It  is^he 
gateway  via  the  Kootenay.  Ray  and 
Steamer  lines  to  Arrowhead  and  Na- 
kusp  North  of  Revelstoke  is  the  fifg 
Bend  mining  region.  Revelstoke  man- 
ufactures lumber  and  sash  and  doors. 
Population  m  1909,  3,500.  * 

Richards,  John,  Hon.  (        .        •> 
an  agriculturist  and  legislator,  born  and 
educated  m  Prince  Edward  Inland.    Jn 

ajt^Sfo*'''^"^""^'"^-*'^ 

Grand  Trunk  railway,  76  mi.  n  e  of 
Montreal      The  leadb/  manufactures 

and  b^ts  and  shoes.  The  College  of 
^alnt  Francis  is  located  here.  Popula- 
tion, 1909,  2,200.  ^ 

Ridgetown,  a  town  in  Kent  CO   On- 
tario, on  the  Michigan  Central  railway, 


Robertson 
ctei^^aS^rStbaT^^ 

^d  fin'?''^^"'?  '"^r  ^^'  Publi"?fb;a4 
Ri5e«id^°''-.  Population.  2,600.^ 
Kiverside,  a  town  in  Albert  rn 
New  Brunswick,  situated  on  the  She-' 
pody  River  and  the  Salisbur?  and  Ha  I 
hlUVZ^^'  ^9  mi.  from  Salisbury  It 
w^rking    factory.      Population,    1909, 

writ^  w.c'L  Canadian  poet  and  story 

icton  r«n  •  ?•;  *"1  educated  at  Freder- 
Sv  nf  J'^^'^n^  '^''°°'  »"d  the  Univer- 
fSorn ?r  B^""swick.    He  was  pri 

in  K^n^'  r"?  "•'  ^"**  ^^en*^''  "'erature 
>n  Kings  College  in  1885-1887  and  of 

tSrTsS  '".'  -t-atLyia';' ?n' 
1007-1895.     Since   1897  he  has  been 

i!TT  '^^'°'.°^  the //L/ra^S!4,„;" 
'^""^  New  York.    Among  his  more  im- 

for  the  Shelley  Centenary,  Songs  of  the 

Robertson,  James,  Rev.  (1839.  ) 
a  Presbyterian  minister,  was  torn  it 
DollAppin,  Scotland,  and  educated  a 

tano,  and  Knox  Church.  Winning 
1'°"}^  187s  to  1881  he  wa  lectS?;rft 
Manitoba   College.      He    was    eSted 

T^T°:  ''^■'^'  ^^"'^^^l  assembly  of 
the  Presbyterian  church  in  Canada  in 

l^,L.-       ^^i  ^J^'^y^  '^e"  interested  in 
educatiOTi  and  for  years  served  on  the 
board  of  education  for  Manitoba. 
Kobertson,  John  Ross  (1841-       ), 


f 


m 


Roblin 

a  journalist,  bom  in  Toronto  and  edu- 
cated at  Upper  Canada  College.  While 
in  college  he  learned  the  trade  of 
printer,  and  for  a  time  published  a 
school  paper  entitled  The  College 
Times.  In  1861  he  established  the 
Sporting  Life,  a  paper  devoted  to  ath- 
letics. Later  he  published  The  Grum- 
bler, a  weekly  satirical  paper.  In  1864 
he  joined  the  staff  of  the  Toronto  Globe 
as  city  editor,  and  two  years  later  be- 
came one  of  the  founders  of  the  DaUy 
Telegraph.  This  ceased  publication  in 
1872,  and  Mr.  Robertson  went  to  Lon- 
don, England,  where  he  acted  as  resi- 
dent correspondent  and  business  man- 
ager for  the  Toronto  Daily  Globe.  He 
returned  to  Canada  in  1875,  and  as- 
sumed the  business  management  of  The 
Nation,  a  journal  edited  by  Prof.  Ed'' 
Goldwin  Smith.  The  next  year  he 
tablished  the  Evening  Telegram,  a  jour-t 
nal  which  met  with  remarkable  success 
from  its  foundation.  Mr.  Robertson 
has  been  president  of  the  Canadian 
Copyright  Association  and  is  the  author 
of  a  number  of  books.  Among  these 
are  The  History  of  the  Degrees  of  the 
Cryptic  Rite  in  Canada,  the  History  of 
the  Knights  Templar  of  Canada,  Talks 
with  Craftsmen  and  Robertson's  Land- 
marks of  Toronto,  a  work  of  three  vol- 
umes. He  has  also  been  a  leader  in 
many  enterprises  having  for  their  pur- 
pose the  benefit  of  the  city  and  society 
in  general. 

Rob'lin,  Rodmond  Palen,  Hon. 
( 1853-  ).  a  merchant  and  legislator, 
bom  at  Sophiasburg,  Ontark),  and  edu- 
cated at  Albert  College,  Belleville,  On- 
tark). He  began  business  in  Winnipeg 
as  a  grain  merchant  He  was  reeve  for 
five  years  and  warden  of  Duflferin  tor 
two  years.  He  was  elected  to  the  leg- 
islature in  1888  and  became  leader  of 
the  Opposition  in  the  assembly.  In 
1900  he  was  called  upon  to  form  an 
administration,  and  assumed  the  offices 
of  oremier  and  president  of  the  council. 
He  has  also  held  the  position  of  com- 
missioner of  railways  and  minister  of 
agriculture. 


RoMland 

Rogers,  Robert,  Hon.  (1864-  ), 
a  merchant  and  legislator,  born  in  the 
county  of  Argenteuil,  Quebec,  and  edu- 
cated at  Berthier,  Lachute  and  Mon- 
treal. He  was  a  merchant  for  fifteen 
years  at  Charlevoix.  He  was  elected  to  j 
the  legislature  of  Manitoba  in  1899  and 
appointed  member  of  the  executive 
council  the  following  year,  without 
portfolio,  but  soon  after  he  accepted 
the  office  of  minister  of  public  works. 

Ross,  George  William,  Hon.  (1841- 
),  a  Canadian  educator  and  states- 
man, bom  at  Nair,  Ontark),  and  edu- 
cated at  the  Toronto  Normal  School 
and  the  Ljuw  School  of  Albert  Univer- 
sity. He  vas  a  member  of  the  Do- 
minion Commons,  1873- 1883;  on  the 
latter  date  he  became  minister  of  edu- 
catk>n  for  Ontario  and  premier  and 
treasurer  of  the  province  in  1899.  As  a 
lecturer  and  an  orator  he  takes  high 
rank.  He  is  the  author  of  Life  and 
Times  of  Alexander  Mackenzie,  The 
Universities  of  Canada,  Their  History 
and  Origin. 

Ross,  James  Hamilton,  Hon.  (1856- 
),  a  Canadian  statesman,  born  at 
London,  Ontario,  and  educated  at  the 
London  grammar  and  high  schools.  He 
was  elected  to  the  Northwest  Assembly 
in  1883  and  retained  his  seat  until  1901. 
He  was  also  commissioner  of  public 
works  and  territorial  secretary  for  On- 
tario. In  1901  he  was  appointed  com- 
missbner  of  Yukon  Territory,  which 
position  he  held  until  the  folbwing  year, 
when  he  became  a  candidate  for  the 
House  of  Commons.  He  was  returned 
at  the  first  federal  election  ever  held  in 
that  territory.  In  1904  he  was  ap- 
pointed to  the  Senate. 

Rossland,  a  town  and  mining  center 
situated  in  the  Kootenay  District  of 
British  Columbia,  near  the  Interna- 
tional boundary,  on  the  Canadian  Pa- 
cific railway  and  Spokane  Falls  and 
Northern  railway,  12  mi.  s.  w.  of  Trail. 
The  LeRoi,  War  Eagle  and  Center  Star 
mines  are  located  here.  The  town  is 
noted  for  its  production  of  copper  and 
gold.    Population,  1909,  7,500. 


Roithem 

„,^<*'*'>«™.  a  village  in  the  province 
of  Saskatchewan,  situated  on  the  Re- 
gina  branch  of  the  Canadian  Northern 
railway.  71  mi.  from  Duck  Lake.  Flour 
mills  and  large  grain  elevators  are  lo 
cated  here.    ^•'~  •• 


«s  very  fertile.  The  citizenship  of  Ros- 
thern  and  vicinity  is  composed  largely 
of  Germans.  Galicians,  Russians  and 

Doukhabors.  Population,  1909.  1,000. 
Kouge  Lake,  roozh,  a  small  lake  in 

the  central  part  of  Saskatchewan,  on 

the  southern  borders  of  the  old  district 

of  Athabasca. 

T  j^^',^^*  Rodolphe,  Hon.  K.  C, 
Z  \,\  .:  )'  *  Canadian  barris- 
ter and  legislator,  educated  at  Quebec 
beminary  and  Laval  Universit^  He 
began  the  practice  of  law  in  1883.  In 
1897  he  was  elected  to  the  legislature 
ot  yuebec,  and  has  continued  to  repre- 
sent his  constituency  since  that  date.  In 
1905  he  was  appointed  provincial  sec- 
retary and  registrar  in  the  Gouin  ad- 
ministration. 

Ruth'erford,   Alexander   Cameron, 
Hon.,  B.A    LL.D.  (1858-        ).  a  bar^ 
rister  and  legislator,  born  at  Osgoode, 
Ontario,  and  educated  at  the  Metcalfe 
high  sclwol  and  Woodstock  College  and 
McGill  Lniversity,  Montreal.    He  was 
tor  S-:    '  time  secretary-treasurer  of  the 
town  vi  Strathcona  and  of  Strathcona 
school  district    He  was  elected  to  the 
legislative  assembly  in   1902  and  was 
deputy  speaker  of  the  last  legislature  of 
Northwest  Territ-ies.  Upon  the  forma- 
tion of  the  province  of  Alberta  in  190? 
he  was  called  to  the  premiership  and  to 
form  a  cabinet,  which  he  did,  assuming 
the  p-^rtfolios  of  provincial  treasurer 
and  minister  of  education. 

Ry'erson,  Egerton,  Rev.,  D.D.,  LL. 
0.(1803-1822),  a  Canadian  educator 
and  divine,  bom  at  Charlotteville,  On- 
tario, and  educated  in  the  public  schools 
and  by  private  tutors.  At  the  age  of 
22  he  entered  the  ministry  of  the  Meth- 
odist Episcopal  Church,  and  because  of 
his  forensic  ability  soon  rose  to  prom- 
mence  among  the  clergymen  of  that  de- 
nomination.   In  1829  he  was  influential 


Saint  Hyacinthe 
in  founding  the  Christian  Guardian  the 
"■^^u  u°^  Canadian  Methodism.'  of 
;J*,^h  he  became  editor.  He  was  one 
of  the  leaders  in  founding  the  Upper 
Canada  Academy  at  Cobourg.  This 
afterwards  became  ViW^.^-,  ttI: -.^ 


The-  surrounding  country"     SrwarcS'S   vv? °^"/f-.    ™s 
:,   The  citizenship  of  r2     In^^'ti^TLVl^^^L'i't^f:^^ 


— S7~ 


Tn  ,?^"  ?y"^°n  *as  "s  first  president 
in  1844  he  was  appointed  superintend- 
ent of  education  for  Upper  Canada, 
which  office  he  held  for  thirty-two 
nfflJ'n  d'"^  *••*  incumbency  of  this 
office  Dr.  Ryerson  made  repeated  jour- 
neys to  the  United  States  and  Europe 
to  study  the  educational  systems  of  dif- 
ferent countries.  He  is  justly  regarded 
as  the  founder  of  the  public  schJbl  sys- 
tem of  Upper  Canada  (OnUrio),  iid 
his  work  and  influence  in  behalf  of  the 
public  schools  of  Canada  are  likened  to 

lJ°f  °T  ^°"t'=  ^^^""  '"  Massachu- 
setts. In  1874  he  was  elected  president 
Af  .*^<=^fi'"st  general  conference  of  the 
Methodist  Church  in  Canada,  and  held 
the  office  for  four  years.  He  repre- 
^^lu"*  his  conference  in  Great  Britain 
at  three  different  times,  there  being  an 
mterval  of  forty-four  years  between  his 
first  and  last  election.    During  his  last 

^h"""  u,--  ^i^f""*^"  "ved  in  retirement. 
His  published  works  are  Letters  in  De- 
fense of  Our  School  System,  The  Loyal- 
tsts  of  America  and  Their  Times,  and 
The  Story  of  My  Life,  an  autobiogra- 

fei,T  '^i?!  was  completed  after  his 
death  by  Dr.  J.  G.  Hodgins. 

Saint  Bon'iface,  a  town  on  the  Red 
t'^u""'  °PP°s.'te. Winnipeg.  Manitoba, 
with  which  city  It  is  connected  by  four 

S,"^^/-  JS  I'  ^^^  ^^^^  °f  the  See  of 
the    Archbishop    of    Manitoba.    The 
Canadian  Northern  and  Canadian  Pa- 
cific railways  and  an  electric  railway 
serve  this  town  and   afford  excellent 
transportation     facilities.     A     Roman 
Catholic  (Jesuit)  college,  an  academy 
for   boys,   and   excellent  schools   and 
churches  make  it  a  pie  isant  home  town. 
Ihe  surrounding  country  is  a  splendid 
agricultural  ser^ion.     It  manufactures 
flour  and  building  materia.!.    Population 
"1  1909,  5.120. 
Saint  Hy'acinthe,  a  city,  the  county. 


^U 


Saint  Jeronw 

seat  of  Saint  Hyacinthe  co.,  Quebec, 
located  on  the  Yamaska  River  and  the 
Grand  Trunk  and  Canadian  Pacific  rail- 
ways. Saint  Hyacinthe  College  and 
the  monasteries  of  the  Precious  Blood 
and  Dominican  fathers  are  located 
here.  It  has  manufactures  of  leather, 
organs,  tools,  boots  and  shoes  and 
farming  machinery.    Population,  9,500. 

Saint  Jerome',  the  county-seat  of 
Terrebonne  co.,  Quebec,  is  situated  on 
the  Canadian  Pacific  and  Great  North- 
em  railways,  33  mi.  n.  w.  of  Montreal. 
The  town  is  noted  for  its  paper  mills, 
sash  and  door  factories  and  rubber  fac- 
tories. It  also  contains  a  furniture  fac- 
tory. Saint  Jerome  is  the  site  of  the 
circuit  and  magistrate  courts  of  the 
North  River  District  Population, 
1909,  4,600. 

Saint  Louis  or  Mile  End,  a  town  of 
Quebec,  is  situated  in  the  Maisson- 
neuve  district,  adjacent  to  Montreal.* It 
is  an  important  industrial  center,  con- 
taining sixty  manufactories.  It  also 
has  a  goodly  ntmiber  of  schools  and 
churches.  Two  colleges  are  located 
here,  as  are  two  convents.  Population 
in  1909,  30,500. 

Saint  Paul  Bay,  a  town  in  the 
county  of  Charlevoix,  Quebec,  Canada, 
on  the  St.  Lawrence  River,  60  mi.  n.  e. 
of  Quebec.  It  is  in  a  rich  agricultural 
district  and  carries  on  an  extensive 
trade  in  lumber,  woolen  goods,  and 
plumbago.  Population  in  1909,  esti- 
mate!, 5,000. 

Saint  Romauld  D'Etchemin.  See 
New  Liverpoou 

Saint  Ste'phen,  a  seaport  and  port 
of  entry  of  New  Brunswick,  situated  at 
the  entrance  of  Denny's  River  into  the 
St.  Croix  and  c^posite  Calais,  Me.,  and 
on  the  Canadian  Pacific  and  New 
Brunswick  Southern  railways.  It  has 
important  manufactures  of  chemicals, 
edge  tools  and  soap  and  is  a  point  for 
the  shipping  of  lumber.  Population, 
2,800. 

Saint  Thomas,  a  city  of  Ontario, 
Elgin  CO.,  is  situated  on  the  Canadian 
Pacific  and  Grand  Trunk  and  other 


Saskatchewan  . 

railways,  16  mi.  s.  of  London.    The  city 
has  extensive  manufactories,  which  in-   ■ 
elude  the  construction  of  cars  and  the 
making   of    car    wheels.    Populatimi, 
1909,  i,aoo. 

Saltcoats,  a  town  in  Saskatchewan,  . 
situated  on  Anderson's  Lake  and  the  .' 
western  branch  of  the  Canadian  Pacific 
railway,  65  mi.  from  Birtle.    It  is  lo- 
cated m  a  rich  agricultural  region.  Pop- 
ulation, 1909,  6«>. 

Sandon,  a  town  in  the  Kootcnay 
District  of  British  Columbia,  situated 
on  the  Canadian  Pacific  and  Kalso  and 
Slocan  railways.  The  chief  industries 
are  mining  and  lumbering.  Popula- 
tion, 1909,  1, 00a 

Saskatch'ewan,  a  province  of  Can- 
ada, is  bounded  on  the  n.  by  Mackenzie ; 
on  the  e.  by  Keewatin  and  Manitoba; 
on  the  s.  by  the  United  States,  and  on 
the  w.  by  Alberta.  Its  length  from 
north  to  south  is  720  miles ;  the  average 
width  is  367  mi.,  and  the  area  251,000 
sq.  mi.,  of  which  8,318  sq.  mi.  are 
water.  The  populatran  in  19(9  is  esti- 
mated at  400,000. 

Surface  and  Drainage.  Saskatche- 
wan lies  wholly  within  the  great  cen- 
tral plain  of  North  America,  and  in 
general  its  surface  is  flat  or  rolling, 
with  numerous  streams  or  lakes,  so 
characteristic  of  this  part  of  Canada. 
The  Saskatchewan  with  the  North  Sas- 
katchewan form  the  chief  river  system, 
which  crosses  the  province  from  west 
to  east.  To  the  south  is  the  Qu'Ap- 
pelle  and  other  streams  of  less  impor- 
tance, while  the  northern  part  of  the 
province  is  drained  by  the  Churchill, 
the  Pink,  the  Cree  and  the  Nelson  riv- 
ers. Lakes  are  freely  distributed 
through  the  province,  but  they  are  the 
most  numerous  in  the  northern  half, 
where  we  find  Reindeer  Lake,  with 
an  area  of  2,490  sq.  mi..  Lake  Atha- 
basca, 3,085  sq.  mi.,  and  Lake  Winni- 
pegosis,  which  is  about  one-half  the  size 
of  Reinder  Lake.  Each  of  these  bodies 
of  water  is  described  under  its  proper 
title.  Many  of  the  streams  have  falls 
which  will  furnish  abundant  water 
98— 


SMkatchewu 
power  that  will  h#.  ntii;..^  •    ^l     .  Saskatoon 

vel^cnt  o?San':fa"SS    ?.  '"  *'  "^  "«"  <>J  *e  C.„.dia„  Pacific,  the  Ca«. 

.   CUMATE.    The  climate  is  character  p*'^«^°«''«"'  «nd  the  Gr^nd  tSSc 

abundance   of   sunshine   anH   l^-!i-  ?"*  branches  and  parallel  lines  ^ItlUA 

rainfall,  though  sSSt  S'neTri?*3;  Sf  '"  *"!^\^-«tirns  as'^iTonS  "^I 
sections  to  insure  good  croos      Thi       i    P"""Pal  cities.  These  various  1  nes 

summers  are  warm^S  pSant  Lj  fhf  '"'^•''  ^"  ^^e  settled  Sn'  J 

SS'd'^nn'-*';  ^"^  <=°W  wkh  an^-     SilwCTafh.^"  many .  inSnce?' the 
tasional  drop  m  temperature  that  seivi=     railway  has  been  the  p bneer  in  ^i-t 

the  mer^ry  betow  «rr  Thrchrate  K"^  *"?,^   *""'*°'y'   and   tomJsteSs 

«s  healthful  and  invigorating             **'  ^•"'^  ^°>'?«^«d  in  its  wake.     I?  fs  Jhe 

Agriculture.     Agriculture   is   th^  °^  ^^^  provincial  government  to 

leading  industry  of  the  pTovSce     The  ■TT'^^"  [^"^  ~"«ruction  o™SaS 

foil  is  deep  and  fertile  and  the  climate  fr  ^^'*  ^-^  *''*^  development  of  the  S 

?fra"rr\'^*°'^'^'"^'he\«ViTds  SlSKr'^"^-  ^he  means  of  t«n^ 

°J  '"'^d  wheat,  so  that  the  production  fhl^      i  *  V?^"*^«  ^  the  needs  of 

l^tS^nSSeT^cS^titis  -~^&i?'^^«cSrs;s^ 

products  for  i9c2  wfre  as  foKf  fI^.Tn'f  •'"^'^  P"*  °^  wSgo  ?o 

S"   5«°'^45,6^  bu.        s^ur  m'/nStu^-'d  ^'^iff  S°U' 

SS^r  gVains:::::;  feS?  JS"        attfje^^  -not  beSuVcJu^reK 

J-V-; -^^^^^3  bu.  a=wT\lli;!  r7ard°e! 

ThJ lil"*^  *''°.^''":  u  ■  ■  -^7.000  tons  'X^\f^J  »"  the  Canadian  pCincet 

loSlT  '^^h  i:"'^'"  ^'"^  territory  in  P*=  ^^'^^  executive  is  the  lieutenS 

n^n,    ^^^T"^  ^y  ^^^  Dominion  De-  governor,  appointed  by  the  EovemSr- 

payment  of  Agriculture  as  including?  £,^"«=."''  and   the  legislative  «seSbIy 

Horses  .„  „,f  "insists  of  forty^ne  members.  ^ 

Milch  cows. ff^'!"  ,  Education.     The  province  has  an 

Other  cattle..;.   :::::;--"|'2|  t«?fe'^''T.''^P""'^  schools  frS 

Sheep f7».T4S  text-books,  and  has  recently  establish^ 

Swine "^'^  ?  provincial  university  at  Saskatoon 

141.264  In  iQOQ  there  were  t\.,«   •=«'«a'Oon. 

M^XKG.     Portions  of  the  province  '^'^V^  ^^^ProyS:.l;^rs,tTLtSl 
?°"?"f  ~^1  and  clay  suitable  for  mS"  '"~"«d  '"  the  public  schSis      ffii 
mg  bnck,  and  m  some  places  clav  from  "?   *   number   of   provinda!    rrn^ii 
Sf^P°«7  can  be'mad:.'Tn'r  f^n^'^  P~-<?'<1  forfrd'afi,  Xa 
time  these  resources  w  11  be  fullv  de-  *'°"*'  institutions  of  colletriati.  n^^L 
iW^h  ^V*^'  f  «^"*^"  °f  theiJhat  r^^'''''.«d  by  the  variou  SouTde 
rSnV^l  ^"'  ^^:  ^^"  ^^^n  chiefly  "°?^"f  °"^  and  local  interest 
n^,^r   K^'*  u"""*  °"'y  s"<:h  tnining  ^^J"^ '     ^he  chief  cities  are  Este- 
n^lT^  ^*^«  l««n  established  as  arf  !f"'  ^«>«  Jaw.  Prince  Rupert    Re- 
necessary  to  meet  local  needs.  ^"l?  and  Saskatoon.             ^   '  "' 
HANSPORTATION    AND    COMMERCE  Sa«"katoon  ',  a  City  of  Saskatch- 
Saskatchewan  is  crossed  by  the  ma?n  1^"  .*."?  .^^e  capital  of%he  Saska?Se- 

jan  district,  is  situated  on  the  Sas- 


,1  q 

y 
U 


Saundcn 

latchewan  River  and  the  Canadian  Pa- 
cific, the  Canadian  Northern,  the  Grand 
Trunk  Pacific  and  other  railways,  535 
mi.  w.  of  Winnipeg.  Branches  of  these 
three  railroads  radute  from  Saskitoon 
in  all  directions,  making  the  city  one 
of  the  most  important  railway  centers 
in  western  Canada.  This  gives  Saska- 
toon ^eat  advantage  as  a  distribut- 
ing pomt  and  it  has  an  extensive  whole- 
sale trade.  Many  large  firms  from  Can- 
ada and  the  United  States  have  estab- 
lished offices  and  warehouses  here.  The 
trade  includes  groceries,  provisions, 
hardware,  lumber  and  agricultural  im- 
plements. The  city  has  quite  a  num- 
ber of  banks  and  is  an  important  finan- 
cial center.  There  are  excellent  public 
schools  and  numerous  churches.  The 
university  of  Saskatchewan  and  the  ag- 
ricultural college  and  experimental 
farm  of  the  province  are  located  here. 
Saskatoon  is  also  the  site  of  the  Saska- 
toon College  Institute.  Population  in 
1909,  12,000. 

Saun'den,  WiUiam,  Ph.  D..  LL.D. 
(1836-  ),  a  scientist,  born  in  Dev- 
onshire, England.  He  came  tc  Can- 
ada when  twelve  years  of  age  and  set- 
tled in  London,  Ontario.  He  began  his 
career  as  a  manufacturing  chemist  and 
later  took  a  prominent  part  in  found- 
ing the  Ontario  College  of  Pharmacy 
and  was  for  two  years  president  of  the 
institution.  In  1882  he  was  appointed 
public  analyst  for  the  western  sectk>n 
of  Ontario,  and  the  same  year  joined 
the  medical  faculty  of  the  Western  Uni- 
versity. For  thirteen  years  he  was  edi- 
tor of  the  Canadian  Entomolopst,  and 
also  president  of  the  Ontario  'Fruit 
Growers'  Association,  and  in  1895  was 
elected  president  for  the  Society  for 
the  Promotion  of  Agricultural  Science. 
For  about  eleven  years  from  1868  he 
conducted  a  farm  near  London,  where 
he  made  a  special  study  of  fruit  grow- 
ing for  the  purpose  of  ascertaining  the 
varieties  best  suited  to  that  locality.  He 
also  originated  many  promising  varie- 
ties of  fruits  and  grains,  and  did  much 
valuable  work  in  prejiaring  the  exhib- 


Scott 

its  of  Canadian  fruits  for  the  world's 
great  exhibitions.  In  1880  he  was  ap- 
pointed one  of  thirteen  commiMioners 
to  inquire  into  the  condition  of  agri- 
culture in  Ontark).  Under  his  direc- 
tk}n  the  information  on  fruit  growing, 
forestry,  insectivorous  birds,  insects 
and  bee  keeping,  was  collected  and  pub- 
lished, and  in  1885  he  was  instructed 
by  the  Dominion  government  to  visit 
the  experiment  stations  of  the  United 
States  and  study  their  methods  of  ex- 
perimental work.  He  also  went  to  Eu- 
rope for  the  same  purpose.  As  a  re- 
sult of  his  investigations  the  act  for 
the  establishment  of  experimental 
farms  in  the  Dominion  passed  Parlia- 
ment in  1886,  and  Mr.  Saunders  was 
appointed  superintendent  of  these  in- 
stitutions. 

Schultx,  John  Chriatian,  shool'tseh. 
Sir  (1840-1896),  a  Canadian  states- 
man, bom  at  Amherstburg,  Ontario, 
and  educated  at  Oberlin  College,  Ohio, 
and  Victoria  College,  Cobourg,  receiv- 
ing the  degree  of  M.D.  in  i860.  He 
located  at  Ft  Gary  in  i860,  practicing 
his  profession  until  1869,  when  he  was 
sentenced  to  death  by  Louis  Riel  for 
the  part  he  took  in  the  Riel  Rebellion. 
He  escaped  to  the  United  States,  re- 
turning to  Ottawa  in  1871.  He  served 
in  the  Dominion  Parliament  in  1871- 
1882.  In  1888  he  was  made  lieutenant- 
governor  of  Manitoba. 

Scott,  Duncan  CampbeU  (1863- 
),  a  poet,  bom  in  Ottawa,  Ontario, 
and  educated  at  the  public  schools  and 
at  Stanstead  Wesleyan  Collie.  After 
completing  his  education  he  entered  die 
government  service  as  a  clerk  in  the 
department  of  Indian  affairs,  and  in 
1^3  was  promoted  to  the  chief  clerk- 
ship and  public  accountant  of  the  de- 
partment He  has  been  a  constant  con- 
tributor in  prose  and  verse  to  journals 
of  Canada  and  the  United  States.  In 
1893  ^^  published  in  London  a  volume 
entitled  The  Magic  House  and  Other 
Poems.  This  work  was  most  favor- 
ably received  in  England  and  America. 

Scott,  Richard  William,  Hon.,  LL, 


—100— 


Scott 

Prei^  rw,»  ^!  *  •tatesman,  born  at 

of  Ottowa  Tnd  fiJ!"  '''^*«'  "^^'O' 

-Staft*le\!!r4  ^" 
Una    «r!i  ■    '  '«8r'«Iature  of  On- 

speaker  S  .the' Vs^  an'UrT 

tario     On  thl^    *^  premier  of  On- 
K«»,;-     J    .  *.  formation  of  the  Mac- 

'»/3.  he  became  a  memh«.r  nt  tu^    ■ 

gr«J"'5'!t  was  one  of  the  SerT  of 

appointed  secretary  of  state  anSrS 
S  [;*^!!1!."'  •    ^*  ''^  ''««>  instrumfm. 

?-?eS";ffo!rr^**-  '-""<^  "o 

-  i^^   Walter.   Hon.   (1867-       ) 
a  joumahst  and  lerislator  bom  in  T  J' 
don  tovmship  OnSio.  andlKed  1' 
tano^  hI"  '''^^'  °^  Middlesex    On 
fcl  iL?  *^*'  ^^  *"d  1893.    In  i8ai 

i{n!^"if  *A'^"J='*'  •»"*  '■"  189s  he  re- 
linquished this  paper  and  purchased  the 
^'arf^- at  Regina,  which  he  editS  and 
^rS'**.  ""«!  1900,  when  he  K^e 
president  of  the  Leader-Times  f^ 
h7Cf^  PO'^-tjon  he  held  Si  J^! 

jM^b^L^fe-^^- 

elections  of  1900  and  1904.  and  took  S 


—101— 


Semplt 

from  Seaforth  aSuy      ?t^  h^PP'*' 

venr  des  rable  citv     pZ.     !^    ^  "  * 
Sellrirlr  >  V      "'•    '^opjiation,  2,177 

of  Winnipeg,  with   ,^i,i.u\^  "'•  "• 
nected  by  "an^^le^jjj,  Sl^"  l^^T 
site  of  a  custom  house  a^^'niA/  *''*' 
OroftS°"'  *"^  ^   InSiaXScy 
SSe/here^'Thr?'/^'""'^  "  S 


StvtrnRivtr 

between  the  forces  of  the  Hudson  B«y 
Company  and  the  North-West  Com- 

psny. 

^•vern  River,  a  river  in  Keewatin, 
e.  of  Manitoba.  It  flows  throueh  Sev- 
ern Lake  and  empties  into  Hudson 

Bay.  „        «,    . 

Shaw,  William  laaM,  Rev.,  M.  A., 
LL.D.  (1841-        ),  a  Methodist  cler- 
gyman and  educator,  bom  m  Kingston, 
Ontario,  and  educated  at  Queen  s  Col- 
lege,   Kingston,    Victoria    University, 
Cobourg,  and  McGill  University,  Mon- 
treal.    He  prepared  to  practice  law 
and  entered  that  profession,  but  aban- 
doned it  and  entered  the  ministry  m 
1868.    In  1864  he  became  an  instructor 
in  Wesley  Theological  College,  Mon- 
treal, and  in  1877  was  appointed  pro- 
fessor of  Greek  in  the  same  institution. 
In  March,  1894.  he  became  principal  of 
the  college.    He  has  been  a  delegate,  to 
each  of  the  quadrennial  conferences  ot 
the  Methodist  church  since  1874.  and 
in  1878  he  was  elected  president  of  the 
Montreal  conference.    In  1888  he  was 
appointed  a  member  of  the  council  of 
public  instruction  for  the  province  of 
Quebec,  and  of  the  board  of  Protestant 
school  commissioners  of  Montreal  two 
years  later.    He  has  written  many  ar- 
ticles for  reviews  and  quarterlies.    He 
is  also  the  author  of  Plea  for  Tolera- 
tion and   a  Digest  of   the  Doctnnal 
Standards  of  the  Methodut  Church. 

Sh*w"en'gan,  or  Saint  Boniface, 
a  town  situated  in  Saint  Maurice  co., 
Quebec,  on  the  Great  Northern  rail- 
way, and  on  the  Saint  Maurice  River. 
2^  mi.  n.  w.  of  Three  Rivers.  The 
town  is  noted  for  the  Shawenegan 
Falls,  a  cascade  150  feet  in  height, 
which  is  near  by.    Population,  2,750- 

Shuawap  Lake,  shoos  wap  ,  a  lake 
of  British  Columbia,  situated  on  the  Ca- 
nadian Pacific  railway,  about  35  »>;  *• 
of  Revelstoke.  The  lake  is  characterized 
by  its  irregul  -  coast  line  and  many  bays 
or  arms.    Iti       '-atest  length  is  about 

42  miles.  „        /  o^  \ 

^SU'ton,  Clifford,  Hon.  (1861-        ). 
a  Canadian  statesman,  bom  m  Middle- 


SiflMM 

sex,  OnUrio,  and  educated  at  Victori* 
University.  He  became  a  barrister  and 
was  elected  to  the  legialaturt  of  Mani- 
toba in  1888.  In  1891  he  waa  appoint- 
ed attorney-general  for  the  province, 
and  later  minister  of  education.  He 
held  these  oflSces  until  1896,  when  he  .' 
was  called  to  the  federal  cabinet  and 
made  minister  of  the  interior  and  su- 
perintendent ot  Indian  affairs,  and  es- 
pecially charged  with  matters  relating 
to  the  Northwest  Territories,  Yukon 
and  all  unorganized  territory  of  the  Do- 
minion. He  has  given  special  atten- 
tion to  establishing  responsible  go'.crn- 
ment  in  the  Northwest,  and  to  immi- 

Satron.    He  has  been  a  member  of  the 
ouse  of  Commons  almost  continually 
since  1896. 

Sill'ery,  Sillery  Cove  or  Cwumba 
De  Sillery,  a  village  of  Quebec  co., 
Quebec,  is  situated  on  the  n.  shore  of 
the  St.  Lawrence  River,  a  short  dis- 
tance above  the  city  of  Quebec.  Its 
chief  industry  is  the  shipping  of  square 
timber  and  lumber  to  England  and 
France.    Populatton,  1909,  1.900. 

Sim'coe,  a  post  town  and  port  ot 
entry,  and  the  capital  of  Norfolk  co., 
Ontario,  is  situated  <mi  the  Lynn  river 
and  the  Grand  Trunk  and  Wabash  rail- 
roads, 8  mi.  n.  of  Lake  Erie  and  24  mi. 
from  Brantford.     The  leading  indus- 
tries include  large  woolen  mills,  a  tan- 
nery, the  largest  fruit  and  vegeUble 
canning  factory  in  Canada,  a  large  tin 
can   factory,  saw  and  planmg  mills, 
foundries,  a  pump  factory,  tug  build- 
ing yards,  brick  and  tile  yards  and 
grain  elevators.    The  town  is  ideal  as 
a  place  of  residence  and  is  surrounded 
by  a  fine  agricultural  and  fruit-grow- 
ing district    The  city  has  a  beautiful 
park  and  among  the  public  buildmgs 
worthy  of  note  are  the  public  library, 
the    high     school    and     six    leading 
churches.     There  are  up-to-date  busi- 
ness houses,  first  class  hotels  and  two 
newspapers.    Population,  1909.  4.000- 
Sim'coe.  John  Gravea  (1752-1806), 
an  English  general  and  the  first  gov- 
ernor of  Upper  Canada,  bora  in  North- 


—108— 


y^owWre,   England    and   educated 
»t  Merton  College,  Oxford.    He  came 

22^  'ii  commanding  the  Queen's 
KUigtt$.    He  took  an  active  Mrt  in 

w«ll«i  «t  Yorktown  in  1781.  He  served 

!l?°''!r'°'.°*  ^PP""  Canada  in  1791- 
J794;  then  became  governor  of  Santo 
Uomingo  m  1796-1797.  and  in  1806 
was  appointed  commander-in-chief  of 
indta.    His  published  vcorks  are  Hit- 

Corts  CalUdtke  Queen's  Rangers. 

Simp  ton.  George,  Sir  (i;9a-i86o), 
a  Canadian  statesman  and  «plorer 
was  bom  at  Ross-shire,  Scotland.  He 
*"  *?•*  f°  .^"*"*'  America  by  the  Earl 
of  Selkirk  m  i8ao  and  was  appointed 

l!f7iir°M -u*^,  "^^'J?*™  department 
?L  *  ^orth-West  Fur  Company  in 
laai  and  later  general  superintendent. 
His  travels  include  all  western  Canada 
f^uJ  ™""d-the-world  trip.  He  pub- 
hshed  ^  iVorrohre  of  a  Journey  Round 
the  World  Durtng  1841-184^. 

Sinuytt,  a  village  in  tlie  prov- 
vZ^  Saskatchewan  on  the  Canadian 
Pacific  railway.  Population,  500. 
.  D*^'*  ^'  S»«I»on  River,  a  river 
m  British  Columbia.  It  takes  its  be- 
ginning m  Lake  Connelly  on  the  Peak 
Mountains,  and  flowing  west  empties 

«t?Sl?'*  ?•"*.  *  *°*°  °f  Ontario. 
Mtuated  m  Lanark  co.,  on  the  Canadian 
i^afic  railway  and  the  Rideau  Canal 
f°  ™!-  n-  w-  of  Brockville.  Its  indus- 
tries include  woolens,  lumber,  farm  im- 
plements and  stoves.  Population,  5.200. 

,2?L7^.*"S.£',if '^r  °f  Q"»'>«..  the 


capital  of  Rid;eli;„";^..VsrtS  on'     Temwlf'^T  "  ^°i**'''  '"  ^he 
^.r^*^^  °1  the  Richelieu  rVc"     JS^^°S^o„lI"':^":•.r^:'i-J"  'he 


--r—r  "*  "iwreireu  co.,  is  situated  on 
the  right  bank  of  the  Richelieu  River 
at  Its  junction  with  the  St.  Lawrence 
and  on  the  Quebec  Southern  railway, 
45  mi.  n.  e.  of  Montreal.  The  city  has 
taportant  ship  building  industries  and 
toundnes.  It  also  manufactures  agri- 
cultural implements  and  lumber.  Pop- 
ulation, 1909,  estimated  7,500. 
Souria,  soo  ris,  a  city  of  Manitoba. 


MckM 

is  situated  on  the  Canadian  Padhc  rail- 
way  and  the  Souris  River,  23  mi.  •  w 

elude  flour  mills,  grain  elevators,  fumi- 
lure  factory  and  toundry.  The  town 
IS  beautifully  situated  on  the  banks  of 

public  schools,  hospital,  electric  lights. 
«wers  and  water  works.    Population 
'909,  estimated  1.50a 
Spring  Hill,  a  town  of  Nova  Scotia. 

&nH'»  ^r""*''*?^  ""■'  °"  the  Cum- 
berland and  Intercolonial  railways,  121 
mi  from  Halifax.  It  has  imjortant 
b^J  ti"^"''^  'r''.  *"  "tensivVlum- 
^sSy,%£S'aunal 

l^nt^rthe"^^^^^^ 
the  next  few  years  held  several  import 
tant  offices,  including  that  of  secretary 
f^  .1!*  'u*"  ^"  cotenies.  From  1888 
n.«\7?  h«  was  governor-general  of 
C^da.    When  King  Edward  VII  suc- 

l^'V°A  ^^'  ^^'°"''  Lord  Stanley  wii 
Jo'^Sg.'"^'"""'"""'"^  aid-de4»mp 

„»5!f*'*^*!'u*  *r°*"  °'  A'herta.  is  sit- 
uated  on  the  Lacombe  branch  of  the 
Canadian  Pacific  railway,  and  on  the 
&T'"\f "'•u^^'^^^yhranch  of  the 
Canadian  Northern  railway,  co  mi    e 

tLll^T^\-  '^'"^  *°^"  '^  «^  •'"Por- 
tant  distributing  point,  contains  g^in 

S,  "-A"*^  "  ^'"^  "'"  ''"d  •""'her 
r.«r  ••  I^^^-^-  ?■■*  ^^Se  'deposits  of 
coal  in  the  vicinity.    Population,  1909, 

.!*^"l.'^*'->  J°.<=atcd  in  the 


—103— 


Rocky  Mountain  divide.    It  flows  wst 
southwest  and  empties  into  the  Yuk 
about  50  miles  south  of  Dawson 

Stickeen',  or  Stikine  River,  a  river 
of  Bntish  Columbia,  which  rises  in  the 
Cassiar  District,  near  the  source  of 
Laird  River.  It  flows  in  a  southwest- 
erly direction  and  discharges  into  the 
i'acific  on  the  Alaskan  coast.    It«^  ^otal 


if 


li 


f 

I   i 
I  I 


(  . 


■:i 


ttoMwaH 

length  U  about  500  milci.  and  it  ia  mvi* 
gable  to  Glcnora,  150  miles  {lom  its 
mouth.  The  stream  ia  noted  for  its 
strong  current,  magnificent  fiords  and 
canons. 

««wall,  a  town  in  Selkirk  co., 
Ma.  .ja,  situated  on  the  Teukm 
brancn  o'  the  Canadian  Pacific  railway, 
ao  mi.  n  w.  of  Winnipeg.  The  chief 
Industrie!  include  quarries,  a  flour  mill, 
grain  elevators,  cement  works  and  sash 
and  door  factories.  PopuUtion,  1909, 
1,100. 

Stowe,  Emily  Howard  (1811-  ), 
a  physician,  bom  in  South  Norwicn, 
Ontario,  and  educated  at  the  provin- 
cial normal  school,  Toronto.  Her 
maiden  name  was  Em>ly  Jennings.  Che 
began  teaching  at  the  age  of  iifteet. 
and  later  began  the  study  of  medicine, 
entering  upon  practice  before  1850.  She 
received  her  degree  from  the  N^ew 
York  Medical  College  for  Women  in 
1867,  and  was  registered  as  a  member 
of  the  College  of  Physicians  and  Sur- 
geons, Ontario,  in  i88a  She  has  the 
distinction  of  being  the  pioneer  woman 
physician  of  Canada. 

Strachan,  John  atrak'an.  Right 
Rev.  (1778-1867),  a  Canadian  Angli- 
can bishop,  bom  in  Aberdeen,  Scotland, 
and  educated  at  King's  Colkge  and  the 
University  of  Saint  Andrews.  He  was 
made  bishop  of  Toronto  h:  1839,  and 
made  an  effort  to  establish  the  Church 
of  England  as  a  State  church.  He  Uter 
founded  Trinity  College. 

Stratford,  a  city  and  port  of  entry, 
the  capital  of  Perth  co.,  Ontario,  is  sit- 
uated on  the  Avon  River  and  on  the 
Grand  Trunk  railway,  88  mi.  w.  of  To- 
ronto. It  is  the  site  of  large  k)como- 
tive  shops  of  the  Grand  Trunk  rail- 
way and  other  important  industries, 
the  chief  of  which  is  the  manufacture 
of  furniture  and  other  wood  products. 
The  educational  facilities  are  excellent ; 
beside  public  and  separate  schools  there 
is  a  large  collegiate  institute,  and  one 
of  the  provincial  normal  schools  is  lo- 
cated here.  It  is  an  important  railway 
center,   and   branches   of   the   Grand 


tMtmy 

Trunk  railway  lead  from  it  in  seven 
directkms.  The  city  was  named  for 
Stratford-on-Avon,  England,  and  five 
of  its  wards  are  named  from  Shake- 
spMrean  characters.  The  city  is  weU 
built,  has  excellent  public  builaings  and  , 
paved  streets.    Po|nilatk>n  in  1909,  iv' 

iitrath"co'na  (formerly  South  Ed- 
monton), a  town  of  Alberta,  situated 
on  the  south  bank  of  the  North  Sas- 
katchewan River  and  on  the  Calgary 
and  Edmonton  branch  of  the  Canadian 
Pacific  railway,  19a  mi.  n.  of  Calgary. 
There  are  important  mining  interests 
in  i.nd  near  the  town,  and  large  quan- 
'.ities  of  coal  are  mined  and  exported. 
Gold  is  found  in  paying  quantities  in 
the  river.  The  city  is  a  div.^bnal  and 
distributing  point  of  the  Canadian  Pa- 
cific and  Canadian  Northem  railwayi 
for  all  their  branches  south  of  the 
North  Saskatchewan  River.  The  prin- 
cipal manufactures  are  brick,  lumber, 
concrete  blocks,  sewer  and  drain  pipes, 
leather  goods,  caskets,  ifeur  and  oat- 
meal. The  city  has  a  |nood  system  of 
public  schools,  is  the  site  of  the  Uni- 
versity of  Alberta  and  also  of  a  colle- 
giate institute  and  high  school.  The 
municipality  owns  its  electric  light 
power.    Populatk>n  in  1909,  6,000. 

Strathroy',  a  banking  town  of  Mid- 
dlesex CO.,  Ontario,  is  situated  on  the 
Sydenham  River  and  on  the  Grand 
Tnmk  railway,  ao  mi.  w.  of  London. 
It  is  in  the  midst  of  a  fruit  growing 
region  and  has  a  cannery  and  also  man- 
utactories  of  iron  castings  and  stoves. 
Populatk)n,  1909,  estimated  3.000. 

Strong,  Samuel  Henry,  Sir  (i8a^- 
),  a  Canadian  jurist,  bora  m 
Poole,  England.  He  emigrated  to  Can- 
ada in  1836,  and  was  created  Queen's 
counsel  in  1863  and  in  1869  was  made 
vice  chancelter  of  the  Court  of  Chan- 
cery. He  was  made  chief  justice  in 
18^. 

Sud'bury,  a  town  in  Nipissing  co., 
Ontario,  Canada,  210  mi.  n.  w.  of  To- 
ronto on  the  Canadian  Pacific  and  Hud- 
son Bay  railways.    It  is  a  commercial 


—104— 


wnter  and  a  dutributiiw  ooint     n.- 
njck.lmi„e.  of  thi.  di.tWre-.nIS 

>«'SS!S^'o'  •"P"^  tow„.  the 


Tacbt 


Sy2  r^c<^'i^Jj^.^j;^j:  L"s WIS"  -  -'Ce-S; 

•eli.    It  manufactures  agricultuSnm      I"  u"^''"  .^'"  '""'n  '*  -urrounded  bv  . 
t'iT^iiu''^-  «"<»  IunSe;""fi'2:    3"J^-«^'cu«t«r.I  district.  TSiafc 

Ta' 


*»n,  3,000.  w  .jj,- 

\?tJ  T.''         ^A*"  «ttomey  and  leir-     imH  r?    '.''«^?«">  R'ver  and  Kootenav 


practice  of  law  in  Ma'nitoU  afc^! 

IL  /ecJIS^"^  "^  Saskatch?;Jn  rj 
^".'*"*^*nr'treis\inr  for  the  town  of 
Saskatoon  and  zh^r^.,A.  1.°^?.°* 


biJhop.  bom  at  Riviere  du  Loud  rf„ 


.._  — ...v«i;r-ircasurer  for  the  town  r,t  TJ     *^'  .    '"  ■*  K'viere  du  Loud  Pan 

S'^^^K  "d   afterwards  coSSor  ?e«  "S  l"'»'l^  «  St.  hSh  Co"-' 

Sh  .n?'P^'''"«*''enitwasoS.a;-  u!  k!^'"^'^  ""^  Chambly  CouS 

i«d  and  reelected  in  1908.     He  wJs  S%?**2?"*  P^^essor  of  mathemSfcs 

chosen  deputy  speaker  ofthe  Saskat^h  •^*-  "yac'nth  College  in  ig!^  h.^f 


«,  Tf°  ^*  "  "'^''^t'd  •"  MarVuette 


« —  ->-vi..  £       —    >~    "iv   'iiuians  on   the   (irpa 

m^"''^  Ji^«»  ^*«'««n«.  Rev..  M      ^fl  ?'  ^"'"'^  ''"own  througho! 

i'.i2;?-ci  ;f^^.-  2:jS-'i.of  Shattii;:^o^itfHTsr/^.-5^n. 


^'  ,?•?• '(''857-        ),   a'^ChTr^h  of 
*J^gland  clergyman,  bom  in  London 
England    and  educated  at  the  E' 
tr«l  h.^h  school  and  McGill  Univ^ 

♦k.  M  :  ^*-  Luke's  and  chaplain  to 
the  Montreal  General  Hospital.  In  18^ 
of  S7  Affi"!?^.."  ^°"°"ble  can^ 
WIS  elertS^«  Cathedral,  Toronto,  and 
J^^  elected  rural  dean  of  Toronto  in 

K  Currlt  l-'**"*'^'.^*"'  °"  the 
^.n  P  •7^*?'''*^  and  on  the  Cana- 
c^Pacfic  railway.  The  surrounding 
r«g«m  w  a  fine  agricultural  regwn  and 


gst^sya^^^^^^^^^ 

was  admitted  as  deacon^li' I'ulj^'ii". 
Jem'^r*  '°  "'  ^  '*  Crosse,  and  in  K 
pfSSh  toThe  ?h''"  ^^°«hwest  to 
Lakes     H.  ti.  "'^'f""  °"  the  Great 


exhaustible  fortitude     In  ijf/n  TT  ""' 
recgnmended   to  £  ^^ho^^LdJuTo? 
at  bt.  Boniface.    In  November    i8cr 
he  was  consecrated  Bishop  Skia?!^' 
after  havmg  been  summoned  to  France 

SV5e?ute5^;rs1taSrin  tJ" 

o^Tzr  '"/«53  bjre"irshop 

anr  stetl"  '?r    "«^  P'»"ted  mission? 

T.rhJ?    •  "  °'"'''  *''«  Northwest. 

Tache  agam  went  to  Europe  in  igcy 
to  secure  a  coadjutor.     His  cathS 

Sain  wrnt'i'V"™"'  '"  ^^^^hl 
agam  went  to  France  to  sccu.?  funds 

_.l«i*  "«'*'  "«»"  *h«  govermnent  the  ne-' 


t  .  ii 


f  M 


I  I 


TmIm 

OMtitv  of  adjusting  the  grievancea  with 
Um  Indians  and  half-breeds  in  1869, 
and  during  his  absence  in  Ittly  in  1870 
the  Riel  rebellion  broke  out.  The  gov- 
enunent  urged  him  to  return  and  assist 
in  adjusting  the  difficulties.  Had  his 
advice  been  foltowed  in  1868-9,  this 
trouble  could,  no  doubt,  have  been 
averted.  In  September,  1871,  St.  Boni- 
face was  made  the  Metropolitan  see  and 
Tache  became  archbishop  of  Manitoba. 
He  died  at  Winnipeg  June  33,  1804, 
and  was  buried  in  the  cathedral  at  St. 
Boniface.  Tache  was  a  brilliant  Khol- 
ar  and  an  eloquent  preacher.  He  is  the 
author  of  a  number  of  standard  works 
and  is  looked  upon  as  one  of  the  great 
men  of  this  country. 

Tach'a,  Sticnna  Paacal,  Sir  (1795* 
1865),  premier  of  Canada,  was  bom  at 
St.  Thomas  and  educated  at  a  Roman 
Catholic  seminary.  He  became  an  en- 
sign in  the  5th  battalion  on  the  out- 
break of  the  War  of  i8ia.  He  stud- 
ied medicine  after  the  war  and  was 
admitted  to  prac+'-'c  in  1810  Tachi 
entered  the  Lanau.  .  Assembly  in  1841. 
In  1846  he  resigned  his  seat  and  was 
appointed  deputy  adjutant-general  of 
the  Canadian  militia.  He  was  reelected 
to  the  Assembly  in  1848,  and  on  March 
II  was  made  commissioner  of  public 
works  in  the  Baldwin-Lafontaine  min- 
istry. The  next  year  he  became  re- 
ceiver-general and  held  that  office  till 
May,  1856.  Tache  was  appointed  a 
life  member  of  the  legislative  council 
in  1856.  He  was  elected  speaker  in 
April,  and  in  a  short  time  became  pre- 
mier. His  administration  was  wise, 
and  Tache  was  noted  for  his  efforts  for 
economy.  He  sought  retirement  in 
1858,  and  during  that  year  visited  Eng- 
land, where  he  was  received  by  the 
queen  at  Windsor  and  knighted.  He 
again  became  premier  in  1864  and  pre- 
sided over  the  Intercolonial  Conference 
at  Ottawa  when  the  great  question  of 
federation  was  discussed.  He  died  at 
Montmogny  July  30,  1865.  Tach6  has 
been  described  as  a  finished  gentleman. 
He  was  an  eloquent  orator,  a  staunch 


Roman  Catholk  and  a  knight  of  tht 
Order  of  St.  Gregory  the  Great. 

Tarta.  Jom]^  larad,  taurt,  (1848- 
),  a  Canadian  sutesman,  bom  in 
Quebec  and  educated  at  L'Assomption 
College.  He  followed  the  profession 
of  law  for  a  time  and  later  became 
editor  of  Le  Canaditn.  From  1877 
to  1881  he  was  a  member  of  the  Leg- 
islative Aiisembly  of  Quebec,  and  m 
1891  was  elected  to  the  Dominion 
House  of  Commons.  He  was  appoint- 
ed minister  of  public  works  in  1896, 
and  filled  this  office  until  1903. 

Taahereau.  Blnar  Alexandra,  tash- 
ro',  (1830-1898),  a  Canadian  prelate 
and  cardinal,  born  in  Quebec  and  edu- 
cated at  Quebec  Seminary,  with  which 
he  remained  as  professor  of  moral  phi- 
losophy until  1863.  In  1863  he  was 
made  vicar-general  of  the  diocese,  arch- 
bishop in  1871  and  cardinal  in  1886. 

Tat'low,  Robert  Oamttt,  Hon. 
(1855-  ),  a  miliury  dficcr  and  leg- 
islator, bom  at  Scarva,  Ireland,  and  ed- 
ucated at  Cheltenham,  England.  He 
waj  formerly  captain  in  the  first  Prince 
of  Wales  regiment,  Montreal,  and  later 
removed  to  British  Columbia.  He  was 
elected  to  the  legislature  of  that  prov- 
ince in  19JO  and  again  in  1903,  in  which 
year  he  was  appointed  minister  of 
finance  end  agriculture  in  the  McBride 
administration. 

Tem'pleman",  WiUiam,  Hon.,  P.C, 
( 1844-  ) ,  a  Canadian  journalist  and 
statesman,  bora  in  Pakenham,  Ontario, 
and  educated  in  the  public  schools  at 
that  town.  Eariy  in  life  he  became  in- 
terested in  journalism  and  in  1867  es- 
tablished the  Almonte  Gazette.  In 
1884  he  moved  to  Victoria,  B.  C,  and 
established  the  Victoria  Times,  which 
he  has  since  published.  He  became  a 
member  of  tfie  Canadian  Senate  in 
1897,  and  in  1903  was  sworn  in  as  a 
member  of  the  privy  council.  In  1906 
he  was  appointed  minister  of  inland 
revenue,  and  upon  the  organization  of 
the  department  of  mines  the  next  year, 
he  became  its  minister. 

Thomp'aon,  John  Sparrow  David. 
io»- 


} 


i  J  D  .?,     °'  «i«»tinction  are  FearU 
audPthbUt;  or  NoUj  of  an  OldXai 
iralui,   Coi  and  CrodtJ  SioriJ,    .^ 


Thompwu  Khrtr 
WM  born  in  fiklifax,  Nova  &5S    He' 
met  btcun*  active  in  the  poTitici  of 

•ttorney-general  in   187S;  miniite?^  i„  r    .*'*'  '  P°"  °f  *^^ry  situated 

i«.t.ce In  ,885,  and  w..?,^e  o  ,hX!  RiveV  IlT  '"•  °"'*"°'  «"  «he  TrSS 

advwri  to  the  Britiih  plenipotentiSS  SZ-  *  'i'  •"*[*""  '"««  ""e  Bay  of 

*''o  n«!fotwted  the  fisheries  Swth  fcl  'Tr''  l"  ""?  ^'"''•'  Ontario  .,3 

the  United  Sutes  in  1886.    He  W^«2  t    ^  ^'T^  railways.  100  mi. 

f'^  ™n»tcr  in  .^THrhal'S:  J^°T.-  J-J"''»«"?'  include  a 

gijw  s  privy  council,  in  ,893.  when 

Tbmip'aen  Rivtr.  a  river  in  British 
Columbia.     It  has  two  branch«    tS 


ri^t  th^r^^J^'''^  TheVrV^chM 
*?••?  f"  the  Cariboo  and  Shuswap  Lake 
*•»"«?•    They  join  at  KamlooJslJd 

-g^'^K""/"**^  ^'"^^  «  tytton 
„.,*  "•«»•>«£",  a  banking  and  post 

TV..«r* ^^T''   »"**   on   the   Grand 

bL^  a^H-  I*""  n'*nu4ctures  include 
Doots  and  shoes,  flour  and  foundry 
rroducts.  Population.  3.000.  ^'^ 
..»   ?T*.  ■  *.°*"  °^  British  Columbia 

Sr,„  D  ^o'""*!'*  River  and  the  Cana- 
i?"  P««^  "-ailway,  5  mi.  e.  of  Rost 
^d  and  50  mi.  s.  of  Nelson.  The  sur- 
rounding country  is  remarkably  well 
•dapted  to  raising  fruit  and  vegeubles 

Ittt  m"  •"  *''*  '"'  °^  ♦he  Consoli- 
dated Mining  and  Smelting  Company 

^L  ,JJ!"^*'  *"''  l""'  extensive  smelting 
and  refining  works.    It  also  has  a  largf 
saw  mill  and  other  manufactories.  Pop- 
ulation in  1909.  1,500.  *^ 
Train  Catherine  Parr  (i8oa-        ) 
bom  m  London,  England.    In  183a  she 
married  Lieutenant  Thomas  Traill  and 
emigrated  to  Canada.  se*-;ng  at  Rice 
Lake,  Ontario.     Mrs.  -  ,  Aas  won 
aistinction  by  her  contriu.iions  to  Ene- 
•ish  magazines  and  her  other  literanr 
works.     She  is  author  of  the  Back- 
woods of  Canada,  the  Canadian  Cru- 
soe^.  The  Female  Emigrafar   Guide 
Lady  Mary  and  Her  Nurse,  and  Ram 


-107— 


e.  of 

Tru'ro,  a  seaport  of  Nova  Scoti« 

.^le7ea^d  o°/r^fen'  ^<-^**^^tSi 
at  the  head  of  Cobequid  Bay  on  the  Inter- 

col^ial  and  MiSa'nd  railiays^^'el"™ . 

"nclude  l.,u  ''^"-  J^''  "manufactures 
2h  «L?  '*;  P*P'  ''■•'  »"*•  "P*.  knit- 
ted  goods,  leather,  foundry  prc^ducts 
and  condensed  milk.  TheciVisiS 
fcilclf'  '**"*^  "'^  '^'  excell^'p^blfc 
h^  S"*'-  T°"^  *''''^''  «'e  the  county 
mrilV**'.:  «^e  provincial,  normal  and 

Turgaon,  William  Perdiiand  Al- 
phonae,   tirgon',   Hon.    (i^     ) 
an    attorney    and    legislator,    b^rn    at 

cated  in  New  York  City  and  Uval 
^"'^"J^y-  He  was  admitted  to  toe 
bar  of  Quebec,  but  soon  afterwards  re! 

tiZS  K-  ^""'*:  ^'•^«'  *here  he  con- 
tinued his  practice.  He  was  sworn  in 
as^attomey-general  of  Saskatchewan  in 

c'^U*n''f;«^'""*^.J«*»'  Hon.,  K. 
h:'»r       •  ^  u^9-  ,  a  barrister  and 

statesman  bom  at  Chatham,  New 
Brunswick,  and  educated  at  thi  Pres- 

to  the  legislature  in  1874.  He  was  hT. 
feated  in  1878.  but  retumed  in  ,^ 
fSi'^u"*'!?'"^''  '°  '»'*1  •"■*  position.  In 
v^  !h.  ^*™  .surveyor-general  and 
S?  L  .f  provincial  secretary  in  the 
JllfS'  *1™'"i?*"tfon.  conrinul^g  to 
hold  the  ofi?cc  in  the  Emmerson  ad- 
mimstration.  On  the  resignati,!;,  of 
Premier  Emmerson  in   1900,  he  was 


I  J 


VaUeyfield 

called  on  to  form  a  ministry,  which  he 
did,  becoming  premier  and  provincial 
secretary.  He  was  appointed  lieuten- 
ant-governor of  New  Brunswick  March 
2,  1907. 

VaUeyfield,  a  town  located  in  Beau- 
harnois  co.,  Quebec,  on  the  St.  Law- 
rence River,  Beauhamois  Lake,  St. 
Francis,  and  the  Grand  Trunk  and  Ca- 
nadian-Atlantic railways,  6  mi.  s.  e.  of 
Coteau  Landing.  The  chief  industries 
include  cotton  mills,  the  largest  of  Can- 
ada, flour  mills,  foundries,  stove  works, 
aluminum  and  bronze  works,  and  fur- 
niture factories,  and  works  for  the  con- 
struction of  gasoline  engines  and 
yachts.  The  surrounding  country  is 
agricultural,  devoted  largely  to  dairy- 
ing and  stock  raising.  Population  in 
1909,  10,000. 

Van  Home.  William,  Sir  (1843- 
),  a  railway  manager,  was  born  in 
Illinois.  He  entered  the  railway  serv- 
ice in  1857  and  after  filling  various  po- 
sitions rose  to  the  superintendency  of 
the  Chicago  and  Alton  railway  and 
later  the  Chicago,  Milwaukee  &  St. 
Paul  railway.  In  1884  he  was  jp;eneral 
manager  of  the  Canadian  Pacific  rail- 
way, and  in  1888  was  elected  president 
of  that  road. 

Vaudreuil,  Louis  Philippe  Dt  Ri- 
gaud,  vodrul'.  Marquis  of  (1724- 
i8oar),  a  French  naval  commander, 
bom  at  Rochefort.  He  entered  the  na- 
val service  in  1740  and  became  a  cap- 
tain in  1754  and  chief  of  squadron  in 
1777.  He  saw  active  service  in  the  battles 
of  Ushant,  Senep  A  and  Grenada,  and 
participated  in  the  surrender  of  York- 
town.  He  was  a  member  of  the  States- 
General  in  1789.  For  his  defense  of 
the  royal  family  from  the  mob  at  Ver- 
sailles, he  was  forced  to  flee  to  Eng- 
land. 

VaudreuU-Cavagnal,  Pierre  Fran- 
cois, Marquis  (1698-1765),  the  last 
French  governor  of  Canada,  was  bom 
in  Quebec.  In  1733  he  was  appointed 
governor  of  Three  7;ivers.  He  became 
governor  of  Louisiana  in  1742  and  was 
made  governor-general  of  Canada  in 


— 10«— 


Walker 

1755.  He  surrendered  Montreal  to  the 
English  in  1760,  against  the  ar'^ice  of 
General  Levis,  who  was  ir  .oiiiniari. 
He  was  later  brought  to  l  ^;  in  Pans, 
but  was  fully  vindicated. 

Veg'reville"i  a  town  in  \5bcrta  and 
a    division    station    on    thr     .'rnadian 
Northem  railway,  72  mi.  e.  01  iidmuii 
ton.    Population  in  1909,  700. 

Verandrye,  Pierre  Gautier  De 
Varennes  De  La  varahndre',  (1685- 
1749),  a  French-Canadian  explorer, 
bom  at  Three  Rivers,  Quebec.  He  is 
noted  for  his  work  as  an  explorer  and 
early  pioneer  in  Central  and  Western 
Canada.  He  built  Ft.  Saint  Pierre  in 
1731,  Ft  St.  Charles  in  1732,  anl  in 
1733  Ft-  de  la  Reine.  He  explored 
the  westem  part  of  Canada,  traveling 
to  the  Rocky  Mountains.  In  1748-1749 
his  explorations  carried  him  to  the 
north,  where  he  built  Ft.  Dauphin. 

Vermil'ion,  a  town  in  Alberta,  on 
the  Canadian  Northern  railway.  It  is 
a  division  point  129  miles  east  of  Ed- 
monton.   Population  in  1909,  800. 

Ver'non,  a  town  in  Yale  District, 
British  Columbia,  2  mi.  from  Long 
Lake  and  Swan  Lake,  and  5  mi.  from 
Okanogan  Lake.  It  is  on  the  Shu- 
swap  &  Okanogan  branch  of  the  Cana- 
dian Pacific  railway.  It  is  a  noted 
health  resort  and  is  the  shipping  point 
for  much  fine  fmit  grown  in  the  vi- 
cinity. It  has  flour  mills,  lumber  and 
planing  mills  and  a  sash  and  door  fac- 
tory.   Populatk>n  in  1909,  2,500. 

Vir'den,  a  town  in  Brandon  co., 
Manitoba,  on  the  Canadian  Pacific  rail- 
way, 48  mi.  w.  of  Brandon.  It  is  noted 
for  its  grain  elevators,  flour  mills,  ma- 
chine shops,  engine  works,  cold  storage 
and  pork  packing  plants.  Population 
in  1909,  1,500. 

Walker,  Byron  Edmund  (1848- 
),  a  financier,  bom  in  the  township 
of  Seneca,  Ontario,  and  educated  in  the 
public  schools.  He  began  his  business 
career  in  the  banking  office  of  his  uncle, 
and  in  1868  entered  the  service  of  the 
Canadian  Bank  of  Commerce  as  dis- 
count clerk.    In  1872  he  was  appointed 


Walkerton 
accountant  at  the  HmH  ««;«-.  •    t-  Wetasldwin 


f  ^a«*,«^  and  the  Natimal  BankiZ 


3-/a/^raWa///./Z7/R"    .•    ^'"■''''     residential  di: 

iSr/on^rrif  ;'•'  -^^^^  seriet  o      !r.  J"A^^..<=''Hrches.    five 
papers  on  Early  Italian  Art. 

.,^,""^erton.  a  town  of  Ontario    is 

bran  hl°"f'th  ^F^''^  R-er'anJon 
Sd  Tr^L  Canadian  Pacific  and 
^rand  Trunk  railways,  117  mi  w  of 
Toronto.  The  chief  industrieT  include 
planing  mil  s,  furniture  and  rattln  fac! 

actorv'^'^h-'"'"-^  "i'"'  ^P°°'  -"^  b^bWn 
htfu^'^''.','*^""'     factories,    tanneries 
bnck  and  tile  works,  a  foundry  and  rS 
chme  shops,  a  rope  and  cordage  woS 
There  ,s  a  pubhc  library  and  Zera 

th?',^  J  «  ^"  ''^"  «"^  >  bui"dingi;; 
the  postoffice,  customs  and  inland^reS- 

St  ^^'''  ""  *^°  •'anks.  and  three 
weekly  papers.    The  municipality  owS 

?ra?n  »n!.  I^'**^™;  }^  ''  *"  important 
gram  and  live  stock  market.  Pbpula- 
tion  m  1909,  3,055.  '-opuia 

.  Wapel'la,  a  town  of  Saskatchewan 
«s  situated  on  the  Canadian  Padfic3 
way.  325  mi.  w.  of  Winnipeg.    It  is  i„ 

(iTct'  ^^"""?I  J°^P'''  "°n-  K.  C. 
i«,2  .  *       v^'  *  9a"adian  barrister  and 

iS^^fk^™  ?  ^°"t^«=a'  and  edu- 
caed  at  Montreal  high  school  and  Mc- 

?«aryo7thi'*^-    '"•  '?«7  he  was  sec- 
retary of  the  commission  appointed  to 


— 109— 


and  he  continued  a  member  of  \i, 
Gouin  government.  In  1^/ h/  "'^ 
elected  speaker  of  fti  i  ^f  •  "'as 
•sembly  an'd  the  fSbwiW^ar tj^/" 

^w  V  pu.i-;iS5  aX  sfi 

the  citv      Pnl'^'i'"^  P'""'  '^  °^ned  ?J 
at  13'si,.   P°P"'>t'0".  1910,  estimated 

Westville,  a  post  town  of  Pictou 
CO  Nova  Scotia,  is  situated  on  the  In" 
Mn?"'?^i?*r'3™from5fbfo„ 
^iines.    ir  IS  also  connected  with  New 

Sly  ^Tx?e"n  •^'^"^V°"  ^y  ele?ric  ra'r 
in  fL  ■  •  "'""^  ^^^'  •"'"«  are  worked 
LliVl""'^y-    T^«  "lines  have  been 

n  Kh"?nr?  "'  "^^^  ^''^n  a  m^e 
nlntf ,  *"lalso  extend  to  a  great 
depth  below  the  surface.  Tho  .umS 
IZ'T  ?  °^  ?°n«iderable  im^Sce 
ti?e  cimer^^h!.'  "  Prominent  ^erin-' 
office  ?,;i,J''*^  "^"^  government  post- 
omce  IS  the  most  conspicuous  public 

wetts  tawin",  a  town  and  port  of 

of  t£r^^^  »nd  Edmonton  division 
«  «?pP"*^''"  P^<='fi*=  railway.  45  mf 

Kk^rr""-    '^^'  industries  include 
Dr  ck  works,  cement  and  clay  works 
grist  mills  and  factories  for  the  manu-' 
facture   of   mattresses    and    excSS 
There  are  also  a  number  of  creamSs 
The  town  has  good  public  schools,  sev- 

and  ^'^"'  ^'''V  ^°**^'^'  ^^''^  banks 
and  good  stores.    It  is  located  in  a  line 


■f 


Wetherald 

agricultural  region.    Population,  1909, 
3,800. 
Weth'erald,  Agnes  Etitelwyn  ( 

),  an  author  and  journalist,  bom 
in  Rockwood,  Ontario,  and  educated  at 
Friends'  schools  in  New  York  and  On- 
tario. Miss  Wetherald  has  written  nu- 
merous works  in  fiction  and  is  also 
known  as  a  journalist.  Some  of  her 
poems  appeared  in  St.  Nicholas  under 
the  pen  name  of  Bel  Thistlethwaite.  She 
also  edited  the  woman's  department  of 
the  Toronto  Globe  and  did  most  of  the 
editorial  work  on  Wives  and  Daugh- 
ters, a  monthly  published  in  London, 
Ontario.  She  is  author  of  the  novel 
The  Algonquin  Maiden,  and  in  collabo- 
ration with  G.  M.  Adam  produced  The 
House  of  the  Trees. 

Wey'bum,  a  town  of  the  Qu'Ap- 
pelle  district,  Saskatchewan,  is  situated 
on  the  Souris  River  and  the  Canadian 
Pacific  railway.  It  is  one  of  the  im- 
portant divisional  points  on  the  Cana- 
dian Pacific  as  the  line  building  to  Leth- 
bridge  passes  through  the  town,  and 
when  completed  will  be  the  shortest 
route  to  the  Pacific  coast.  It  is  also 
connected  with  the  United  States  by 
the  Soo  line  from  the  South.  Wey- 
bum  is  an  important  grain  market  and 
distributing  center  for  surrounding 
country.  It  contains  a  custom  house, 
has  four  banks,  and  owns  its  electric 
light  plant,  water  works  and  sewage 
system.  There  are  two  public  schools, 
embracing  all  grades  from  the  kinder- 
garten to  the  high  school.  Population 
in   1909,  2,500. 

Whit'by,  a  port  of  entry  and  the 
capital  of  Ontario  co.,  Ontario,  is  sit- 
uated on  Lake  Ontario  and  on  the 
Grand  Trunk  railway,  27  mi.  n.  e.  of 
Toronto.  It  has  one  of  the  best  har- 
bors on  the  lakes.  Among  the  lead- 
ing industries  are  a  tannery  and  fac- 
tories for  the  manufacture  of  saddlery 
and  hardware.  Population  in  1909, 
2,600. 

White,  Frederick,  Lieutenant  Colo- 
nel, C.M.G.  (1847-  ),  commissioner 
of  the  Northwest  Territories,  bom  in 


-110— 


Wilton 

Birmingham,  England,  and  educated 
there.  When  he  first  came  to  Canada 
he  resided  in  Montreal,  but  later  re- 
moved to  Ottawa  to  become  a  clerk  in 
the  departmp  of  justice.  He  was  en- 
trusted with  ihe  administrative  work 
connected  with  raising  the  Northwest 
Mounted  Police.  In  1878  he  was  pro- 
moted to  the  position  of  chief  clerk  and 
given  the  title  of  controller.  From 
1880  to  1882  he  was  private  secretary 
to  the  Right  Hon.  Sir  John  A.  Mac- 
Donald,  and  in  1883  was  given  the  po- 
sition of  deputy  minister.  In  1905  he 
was  appointed  commissioner  of  the 
Northwest  Territories  to  administer  the 
government  under  the  province  of  the 
Northwest  Territory  Amended  Act, 
which  passed  that  year. 

Whitewood,  a  post  village  in  the 
province  of  Saskatchewan,  and  a  sta- 
tion on  the  Canadian  Pacific  railway. 
It  has  four  churches,  thirteen  stores, 
four  hotels  and  a  flour  mill  and  banks. 
Population  in  1909.  '>'.'?. 

Whit'ney,  Jai  my,  Hon.  Sir, 

Kt.,  LL.D.,  D.C  (1843-        ). 

a  C?.nadian  states  ..  om  at  Will- 
iamsburg, Ontario,  and  educated  at  the 
Comwall  grammar  school.  He  began 
the  practice  of  law  in  1876,  and  in  i8go 
was  appointed  queen's  counsel.  He  was 
first  elected  to  the  legislature  of  On- 
tario in  i883,  and  has  been  returned 
at  each  election,  including  tb-^t  of  1908. 
In  1896  he  was  chosen  leader  of  the 
Opposition,  arid  in  1905  he  was  called 
upon  to  form  a  new  govemment.  In 
this  he  became  the  prime  minister  and 
assumed  the  office  of  attorney-general. 
Later  on  he  relinquished  the  office  of 
attorney-general  and  became  president 
of  the  council.  The  honor  of  knight- 
hood was  conferred  upon  him  by  H. 
R.  H.  the  Prince  of  Wales,  in  19c*,  on 
the  occasion  of  the  celebration  of  the 
Quebec  Tercentenary.  Mr.  Whitney 
served  in  the  militia  during  the  Fenian 
troubles  and  is  lieutenant-colonel  of  the 
militia  reserve. 

Wilson,  Daniel,  Sir.  LL.D.,   F.R. 
S.E.   (1816- 1892),  a  Scotch-Canadian 


LORD    STHATIUONA 


JAMKS    ]..    MlliTMiY 


m 

m\ 

m 


iii 


KEV.    ALBERT    CORMAN 


EMINENT  CANADIANS 


HENRV    DHUMMOND 


n 

. 

t^K^K^L ', ! 

I^^^^H 

i 

t^^^H 

■1 

'1^ 

fir 


London.  wH^.-Hr^Jfl^'JA.-"*  *«     ^ /"- -rth  to  «„th  i,  .5f ™,e.. 


U)ndon,  where  for  five  years  he  en- 
^ed  in  jotirnalism.  He  then  returned 
to  Edinburgh,  and  devoted  himself  to 
archaeological  research.     In   1847  he 
published    Edinburgh    in    the    Slden 
jme,  a  work  which  attracted  wide  at- 
tention and   was  most   favorably  re- 
ceived.   In  185 1  Archaeology  and  Prt- 
l»'tonc  Annals  of  Scotland  appeared 
Two  years  later  Dr.  Wilson  wVs  ap- 
pomted  to  the  chair  of  history  and  ift- 
f"f^*  >n  the  University  of  Toronto, 
and  m  1881  he  became  president  of  the 
University    Dr.  Wilson  was  one  of  the 
leading  educators  of  Canada,  and  by 
his  scholarship,  energy,  addresses  and 
writings  he  contributed  much  to  the 
advancement  of  higher  education  in  the 
Dominion.    He  continued  his  archaeo- 
ogical  researches,  and  in  addition  to 
the  works  mentioned  above,  published 
Prehutoru:  Man;  Researches  Into  the 
O'tgtn  of  Cmltzation  in  the  Old  and 
New  Worlds;  Chatterton,  a  Biograph- 

cf  ••^"'^^;f^l*'"''  '*^  Missing  Link; 
Spr%ngmid  Flowers,  a  volume  of  po' 
ems;  Remniscences  of  Old  Edinburgh 
and  Anthropology.  He  was  a  memlwr 
of  numerous  scientific  societies  in  Great 
Britam  and  Canadt,. 

Winlder,  a  town  of  if  anitoba,  situ- 
ated m  Lisgar  00.  on  the  Canadian  Pa- 

Win  nip^^'  River,  The,  rises  in  the 

extrane  northern  part  of  Ontario,  flows 

northwesterly  through  Manitoba  and 

foiTOs  the  outlet  of  Lake  of  the  Woods. 

It  has  a  winding  course  of  about  350 

miles  and  is  the  outlet  of  some  lar»e 

lakes  on  the  borders  of  Ontario  and 

Keewatm.    The  river  is  famous  for  the 

beautiful  scenery  along  its  banks,  and 

IS  navigable  for  steamws  to  Little  Falls, 

»  distance  of  65  miles,  and  fnsn  Rainy 

Lake  to  the  end  of  the  Lake  of  the 

Woods,  a  distance  of  about  aoo  miles. 


nr  wger  steamers. 
Wli;"aipego'sis,  a  lake  situated 


in 

— m— ■ 


and  Its  width  about  35  miles.  Ito  wa- 
ters flow  through  the  Waterhen  River 
and  Waterhen  Lake  into  Manitoba 
Uike.  and  thence  by  the  Little  Sas- 
katchewan  into  Winnipeg  Lake.  It  is 
navigable  for  steamers  drawing  ten  feet 
of  water.  * 

«*^*'L''*"a??'.*  '*'"«^«  '«•'«  southeast 
of  Lake  Athabasca.  It  is  fuU  of  is- 
lands, has  a  shore  line  of  joo  miles  and 
IS  a  noted  fishing  resort. 

Wol'aeley,  a  town  of  Saskatchewan, 
IS  situated  on  the  Canadian  Pacific  r^ 
way,  62  mi.  e.  of  Regina.  It  is  a  di- 
visional point  of  the  Wolseley  &  Nel- 
son branch  of  the  railway.  The  indus- 
tries mclude  a  brickyard  and  several 
elevators.  The  town  has  electric  lights, 
a  telmhonc  system  and  a  number  of 
churdies.    Populatwn,  1909,  i,aoo. 

YeUow  Grass,  a  village  of  Saskatcn- 
ewan,  is  situated  on  the  Canadian  Pa- 
S  fh/S??*^'  f  !??••  ^^^  Weybum, 
TgStSS  Popubtion, 

Yorkton,  a  town  in  the  province  of 
Saskatchewan,  on  the  Canadian  Pacific 
railway,  270  rfi.  w.  of  Winm'peg.  It 
has  excellent  churches,  schools,  stores 
and  banks.  It  does  an  extensive  busi- 
ness  m  flour  and  builders'  materials 
and  IS  a  wholesale  distributing  point 
for  Northern  and  Eastern  Saskatche- 
^   Popuhtion  in   1909,  estimated, 

,JS^«' George  Paxton,  Rev.  (1818- 
1090J,  a  Canadian  minister  and  educa- 
tor,  was  bom  in  Scotland.    He  was  in 
charge  of   Knox   Church   in   Hamil- 
ton,  1848  to  1853,  and  in  the  latter  year 
^  appomted  professor  of  logic  and 
philosophy  m  Knox  Collie.    He  was 
made  m^iector  of  grammar  schools  for 
Ontano  m  1864  and  in  1868  was  made 
pnntipal  of  Knox  CoUege  preparatory 
department    He  was  an  abte  educator, 
and  one  of  the  most  noted  teaches-s  of 
his  day. 


Young 

Young,  Henry  Eswn,  Hon.,  B.A., 
M.D.,  CM.,  LL.D.  ( 1867-  ) ,  a  phy- 
sician and  l^slator,  born  at  English 
River,  Quebec,  and  educated  at  Queen's 
University,  Kingston,  and  McGill  Uni- 
versity, Montreal.  He  was  first  elected 
to  the  legislature  of  British  Oilumbia 
in  1903,  and  reelected  in  1907,  when 
he  became  provincial  secretary  and  min- 
ister of  education.  In  1907  he  received 
the  deg^ree  of  LL.D.  from  Toronto  Uni- 
versity. 

Young,  John,  Right  Hon.  Sir,  Lord 
Lisgar  (1807- 1876),  an  English  diplo- 
mat and  statesman,  bom  in  Bombay, 
India,  and  educated  at  Eton  and  Ox- 
ford University.  He  prepared  for  the 
practice  of  law,  but  while  a  student  was 
elected  to  the  House  of  Commonsy 
wher  he  continued  to  represent  his 
constituency  for  nearly  twenty  years. 
In  1852  he  wa:>  Appointed  chief  secre- 
tary for  Ireland,  and  three  years  later, 
lord 'high  commissioner  for  the  Ionian 
Islands.  In  i860  he  became  governor 
6T  New  South  Wales,  2nd  in  1868  suc- 
ceeded Lord  Monck  as  governor-gen- 
eral of  Canada,  holding  the  position  un- 
til 1872.  During  his  administration  in 
Canada,  Manitoba  and  British  Colum- 
bia entered  the  confederation,  the 
Treaty  of  Washington  ^as  signed,  and 
plans  for  the  construction  on  the  Ca- 
nadian Pacific  railway  were  perfected. 
In  1870  Sir  John  was  created  Baron 
Lisgar.  When  he  left  Canada  he  re- 
tired to  his  estates  in  Ireland,  where  he 
died  Oct.  6,  1876. 

Young  Men's  Christian  Associa- 
tion in  Canada.  The  first  Young 
Men's  Christian  Association  organized 
in  Canada  was  in  Montreal,  December 
18,  1851.  In  1855  the  associations  of 
the  United  States  and  British  Provinces 
were  confederated,  and  a  basis  of  union 
was  adopted  in  Montreal,  June  19, 
1856.  Oiving  to  the  feeling  over  the 
slavery  question,  Montreal  withdrew 
from  the  Confederation  February  10, 
1857;  The  period  from  1857  to  i860 
was  one  of  little  progress.  The  Civil 
War  in  the  United  States  broke  up  the 


— US— 


Y.  M.  C.  A.  in  Canada 

old  Confederatk>n  of  Associatkjns.  It 
wast  decided  to  organize  on  a  new  basi*. 
In  i860  the  Chicago  Association  issued 
a  call  for  an  International  Convention. 
The  convention  adopted  strong  resolu- 
tk>ns  condemning  slave-holding  princi- 
ples. Renewed  activity  was  b^uii  and 
at  the  International  Convention  in  Bos- 
ton, June  II,  1864,  Montreal  sent  eleven 
delegates.  By  1865  the  membership 
had  increased  to  40a  The  first  mili^ 
tary  camp  work  was  organized  during 
the  Fenian  Raid.  In  1867  the  Interna- 
tional Convention  met  in  Montreal. 
There  were  649  members.  At  this  con- 
vention there  were  106  associations  rep- 
resented, and  597  delegates.  This  year, 
1867,  saw  the  first  branch  of  the  Mon- 
treal Association.  From  this  time 
steady  progress  marks  the  growth  of 
the  work.  In  1874  work  for  boys  was 
begun  and  in  i8o2  the  work  among 
the  raikoad  men  took  definite  form. 
The  same  year  witnessed  the  beginning 
of  Workers'  Training  Classes,  and  in 
1888  the  Foreign  Mission  Work  was 
definitely  started.  Among  those  who 
have  served  the  association  with  great 
distinction  have  been  Mr.  Alfred  Sand- 
ham,  the  first  general  secretary ;  Mr.  T. 
J.  Claxton,  Hon.  Cephas  Brainard, 
Robert  H.  McBumey,  John  S.  McLean 
and  D.  A.  Budge.  There  are  today 
fifty-three  city  and  town  associations; 
fifteen  railroad  associations  and  four- 
teen college  associations.  There  are 
fifty-five  buildings  and  144  employed 
officers.  The  property  value  amounts 
to  $1,934,500,  and  the  annual  current 
expenses  amount  to  $310,050.  Well 
organized  associations  are  to  be  found 
in  all  principal  cities,  e.  g.,  Halifax, 
Nova  Scotia ;  St.  Johi),  New  Brunswick ; 
Quebec,  Montreal,  Ottawa,  Toronto, 
Winnipeg,  Calgary,  Edmontcm,  Van- 
couver, Victoria,  etc.  The  work  is  su- 
pervised by  three  provincial  committees 
— the  Ontario  &  Quebec  Committee,  the 
Maritime  Committee  and  the  Tormito 
4  Canadian  West  Committee.  There 
are  thirteen  members  of  the  Commit- 
tee residing  in  Canada. 


THE  PRACTICAL 
HOME  AND  SCHOOL  EDUCATOR 

CONTAINING  COURSES  OF  READING 
AND  STUDY 

WITH  OUTLINES  AND  QUESTIONS 

ABBANOIO  TO  ACCOMPANY 

THE  NEW 
PRACTICAL  REFERENCE  LIBRARY 

AH  I5VALUABIJ!  AID  TO  THE  STUDENT 


th€  MapU  L  af  foHHr 


'"bhT.-",'  ^I"'  *"*  ^««>  Wolf., 
A«d  pl.»t*l  Ann  BriUani.',  V 
„"»  '-'"'.'*■•  '•*'  domain.       ' 

IM  Maple  Leaf  foreTer. 
CH0HU8, 

'jh.X.l^/"f;r.'^f  -  ^'' 

^r>!?"u^  hard-fought  battle  flelda 

In  Autnnm  time  onr  emblem  dear 
Dona  ita  tlnta  of  crimeon  hue; 
Ri^"*^  """Id  dye  a  deeper  ^d, 
Shed,  dear  Canada  for  yon! 

^ToToTm^en-^rdeZrr-  --" 

God  blM  onr  loved  CSwadian  homes.  ""^ 

Onr  Dominion's  vast  domSn:     ^ 

M«y  plenty  ever  be  onr  lot, 
And  peace  hold  an  endless  reiim- 

%S'T'  '^""•^  "y  ties^f  lo?^' 

A  Vi*  ^o'd  cannot  sever, 

X"°c.?::f"j:s;^""-'-''"-- 


May  Bad  heaven  sweetly  smile: 
°**„5'7'»1<J  Scotland  eveVm^' 
And  Ireland's  emerald  istet 

Till  rocks  and  foresto  qnivw 
God  «ve  onr  King  and  beavra  bless. 
Tha  Bfaple  Leaf  forwerl  ^ 


Chorus. 


Chorai, 


—115— 


■0 

The  Mother's  Creed 


BBLIBVB.with  th«  cvdcntr. 
that  the  youngest  pUnta  ihould 
have  the  tendcrest  care:  that  the 
habita  of  early  youth  ahould  be 
so  moulded  as  to  develop  fixed 
traita  of  good  character  in  tho 
adult. 

I  believe  what  one  wiUa  to  be, 
one  can  be:  "that  education  lays  the  foundation,  but 
that  aeU-education  erects  the  building:"  that  the  mind 
can  only  pov  teas  that  which  it  does. 

I  believe  that  obauclea  and  reverses  are  but  qual- 
ity-testing utepping-stones  to  success;  that  the  room  for 
improvement  ia  the  largest  room  in  the  world. 

I  believe  that  within  the  breast  of  every  child  is  an 
Inatinctive  deaire  to  be  goo''-  *o  grow:  to  learn;  to 
work;  to  love;  to  achieve 

I  believe  in  home  encouragement:  that  a  home 
without  good,  useiul  booka  is  like  a  home  without 
windows;  that  where  children  are  there  should  be 
found  the  treasure  thoughts  of  the  greatest  men  and 
women  of  all  ages  which  ever  beckon  on  and  on,  in- 
spiring to  higher  ideals  and  nobler  ambitions. 

I  believe  that  the  mind  can  only  be  rightly  formed 
when  it  is  rightiy  informed:  that  opportunity  ever 
knocks  at  the  door  of  those  who  sre  rightly  equipped 
to  fight  life's  battles:  that  the  power  to  think  grows 
by  exercise. 

I  believe  in  the  pleasure  of  self-sacrifice,  the  price 
paid  by  hundreds  of  mothers  of  world-renowned  men. 
I  brieve  in  the  education  that  stimulates  thouaht: 
develops  self-reliance  and  leads  to  a  delisht  in  what- 
ever is  fair  in  nature.  «n  whatever  is  true  and  beau- 
tiful in  literature  and  art.  w    u    u 


The  Teacher^s  Creftri 

BELIEVE  in  boys  and 
girls,  the  men  and  woman 
of  a  great  to-morrow;  that 
whatsoever  the  boy  soweth 
the  man  shall  reap. 

. ,  '  ^"«^  In  the  curse  of 

Ignorance;  to  the  efficacy  of  schools;  to  the 
dignity  of  teaching;  and  to  the  joy  of  serv- 
ing  others. 

I  beUevi^  to  wisdom  as  revealed  to  human 
"ves  as  wc  as  to  the  pages  of  the  printed 
book;  to  lessons  taught,  not  so  much  by  pre- 
cept as  by  example;  to  ability  to  work  with 
the  hands  as  well  as  to  thtok  with  the  head; 
in  everythtog  that  makes  life  large  and  lovely. 

I  believe  to  beauty  to  the  schoolroom,  to 
the  home,  to  daily  Ufe  and  out  of  doors. 

I  believe  to  laughter;  to  love;  to  faith;  to 
all  ideals  and  distant  hopes  that  lure  us  on. 

I  believe  that  every  hour  of  every  day  we 
receive  a  just  reward  for  all  we  are  and  all 
we  do. 

H  Jl  **!"T  ^  "*•  P"^*  *"^  ^*»  opportuni. 

♦K    '^,^  *"'*  ■"'^  ***  promises;  and  to 

the  dlvtoe  joy  of  living. 

— Edtfin  Osgood  Crover. 


M    4 


THE  PRACTICAL  HOME  AND  SCHOOL 

EDUCATOR 


Its  Object  and  Usk 

A  noted  educator  has  said  that  a  student  is  half  made  as  soon  as  he  seeks 
knowledge  for  its  own  sake.  In  The  Practical  Homb  and  School  Educatoe 
the  departments  of  knowledge  treated  in  The  New  Practical  Reference 
Library  are  outlined  and  so  arranged  as  to  show  the  kwical  relatwns  of  the 
articles  peruining  to  each  department.  Experience  has  shown  that  a  work  of 
ready  reference  is  most  convenient  to  the  general  reader  when  the  articles  are 
arranged  in  alphabetical  order;  but  this  arrangement  often  disconnects  topics 
which  are  closely  related,  and  a  supplemenury  volume,  in  which  the  leading 
departments  of  the  work  are  outlined,  is  of  inestimable  value  to  those  who  wish 
to  pursue  any  department  of  knowledge  systematically.  To  the  ambitious  stu- 
dent, to  the  business  man,  and  to  the  teacher  the  Educator  makes  The  New 
Practical  Reference  Library  a  home  university  of  practical  knowledge  in 
which  any  subject  of  importance  can  be  systematically  studied. 

The  Educator  aims  to  create  a  desire  for  knowledge  for  its  own  sake,  and 
also  to  awaken  a  deeper  interest  in  those  subjects  which  are  closely  related  to 
the  interests  of  its  vark>us  readers.  It  will  arouse  interest,  systematize  stud;)?, 
stimulate  a  teve  for  knowledge-seeking,  strengthen  self-reliance,  broaden  ones 
views  of  life,  and  add  to  the  storehouse  of  useful  and  necessary  information  on 
tiie  part  of  every  student,  young  or  old. 

The'  OirruNES 

The  outlines  have  been  carefully  prepared  and  enable  the  teacher  and  pupil 
to  pursue  the  subjects  to  which  they  belong  in  a  systematic  and  thorough  man- 
ner. The  Educator  conuins  model  outlines  on  practically  every  department  of 
knowledge,  and  these  are  so  arranged  as  to  make  them  valuable  in  all  grades  of 
school  work.  These  outlines  furnish  the  ambitwus  teacher  an  abundance  of 
suggestive  material  for  the  pursuit  of  any  line  of  study  during  idle  hours,  and 
they  also  permit  successful  review  work.  From  these  outUnes  the  teacher  will 
find  it  an  easy  and  pleasant  task  to  so  arrange  and  present  her  subjects  as  greatly 
to  increase  the  interest  of  her  pupils  in  their  work. 

A  course  of  study  is  in  use  in  all  public  schools,  and  the  teachers  of  all 
departments  and  all  grades  are  expected  to  conform  to  this  course  in  their  instruc- 
tion. In  the  preparation  of  the  Educator  the  editors  have  made  frequent  refer- 
ence to  and  use  of  some  of  the  best  courses  of  study  in  the  country,  and  the  work 
in  this  volume  is  so  arranged  a&  to  conform  to  the  needs  of  teadicrs  and  pupils 

in  the  public  schools. 

— U»— 


outline  on  Agricultur*  there  .»V^«^-'*-    ^°'  '""itration :    In  the 

The  reiuier  i.  .|«>  c<i,,unt  y  "fcr,S  to  lUt.  .1"  '"   "".•"'^  ""  »*  o"*""'-' 
him  to  extend  hi.  study  and  r^S!^  *°  ''"'  °'  correlated  subject.,  permitt.ng 

The  Qt/ESTiONi 

"tinJquiSr  ^irchlol  W^^^^  Vt  '^'''•"  •«''*  "  »''<  '-»  °^  '"t«r- 

her  questions  in  good  form  is  apD?«Shv  5'  ""P°««««  °f  being  able  to  put 
questions  in  the  EducaSST  furSfsh  7icelfem^m;X^  t"cher  and  mother,  and  the 
also  afford  the  student,  younror  oW  J  ^'irf';"^!*  ^j''  '^V^y-  These  questions 
study.  It  must  be  apparent  to  eve^  barest  /nnil?'  Fu'"?"*  ""*»  profitable 
feature  in  connection  with  The  S^jri"!  R.il'L'  ""'  ^^  ^'^  "»«  ^^  »his 
otherwise  tone,  rainy  day  or  winter  ev^.^i  Reference  Libhaiv  many  an 
Home  study  cTubs  can  be  orMnTzed  Si^  T  '^.^'^wtcd  to  excellent  u"c 
with  the  children  in  such  stuT  invaluabi  tn  th"*  "^^^"^  *i'^  ^'^  «"  »»«'  «P«n 
devoting  a  few  minutes  each  da^fn  this  i^in^"'''"*-    ^''*  '»'"'  acquired  o 

^•"^nfiitVo-tfc^rtL^^^^^^^^  '""  "  "" 

sum,undings-the'S^m?Vhe%rygtu^^^^  ^  ^/»  --diate 

This  leads  to  a  keener  observatio?Tr«ler  aler  nJ.  ''°?^'  '"'  ^'^^  *"d  county. 
For  home  study  work  hfoin  u,i«h  ...i5  !?  *'ertness,  and  mcrcases  the  interMt 
Coffee,  Sugar%7S  OratZ^rt  fic^!^^^^^^^  the  breakfast  tabtsucTas 

•nd  what  a*n  earnest  effSK  Sde1?prSure"?hVin'f '"''"?'•'''•=  i^''^^^^  «~"'^ 
of  the  questions  will  arouse  one's  rnnV.^  ■  '"/°"nat'on  called  for.    Mauy 

mterest.andmterestIe\7;oinv"t.^^^^^^^^^^^^  will  i„  tun.  arouse  on'^^ 

*r«tly  alluded  to  in  the  "q«s"H  J.'' I^ L^t  „ine°S  S  *?  'H'  ^"''^'^«  "^ 
based  on  mformation  found  in  the  Libbary  tI.^,^i  *"*?•*  °'  ""  «l"estions  are 
must  be  tooked  up.    This  soon  devefow  the  12^bt  -'*  u  "^  ^'"^ '''»'  **«^y 

Jove  for  knowledge.  Once  acauir^ /hP«  hil*  u  "  °^  research  which  leads  to  a 
question,  are  askld  througSt  h?  Enucxill  ^f"  *  ''^*"^*^  '°'  ''f«-  A  iti 
and  paper  for  solution.  suTas  ^o^mi^Vh^'^r^'  '°  ''^^^  ^  P^» 
Texas?"  "What  would  be  the  popSLS  of  ASni-*"1'  "">  ""'ed  from 
Massachusetts?"    In  each  case  th?   „f^  ;•  ^3"^°""*  'f  as  thickly  settled  as 


— u»— 


Leading  Departments 


The  following  departments  are  fully  treated  in  the  Ewj^iob  ;  ^l°f^ 
and  questions  given  under  each  are  suggestive,  and  should  lead  the  teacher  and 
pupil  to  prepare  similar  work  on  other  subjects. 

Agriculture 

The  Department  of  Agriculture  is  designed  to  develop  a  love  for  rural  life, 
and  show  thV  boys  and  girls  the  possibihties  of  this  most  important  ocoipauon. 
The  old  idea  that  anyone  can  be  a  farmer  is  fast  disappearing.  Successful  agn- 
culture  now  depends  upon  scientific  methods,  and  those  who  would  make  it  a  hfe 
occupation  must  master  the  sciences  and  arts  directly  connected  with  it 

Arithmetic 
Arithmetic  is  conceded  to  be  one  of  the  most  necessary  and  practical 
brandies  ttught  in  the  schools.  The  subject  is  treated  m  the  Educator  in  a 
vS^  pSn?  Aorough  and  practical  mamier.  AU  unnecessary  topics  are  limi- 
nated  and  the  treatment  U  confined  to  the  fundamental  operations  u  such 
principles  and  rules  depending  upon  them  as  are  in  general  use  m  busmess. 

Language 
A  correct  use  of  EngUsh  is  essential  to  success  in  business  Mid  to  one's  ease 
and  eniovment  in  society.  When  a  child  has  become  thoroughly  proficient  m 
S5s  SSSTiwiiluse^  correct  English  from  habit.  The7ormatK,n  of  this 
SSit  is  one  of  the  most  importantluties  of  the  school.  The  many  exercises 
wWch  have  been  given,  and  the  excellent  editorial  work  devoted  to  The  New 
PiAcncAL  Reference  Library  are  helpful  in  equipping  one  in  this  subject. 

Ortbografhy 
"Nothine  in  written  composition  makes  so  unfavorable  an  impressKMi  or  is 
so  inexcusa^e  as  bad  spelling."    Correct  spelling  is  an  accomphshment  which 
Sn^  MQuired  by  any  student,  but  it  must  be  gained  while  young  and  by 
special  ^Ucation.    Very  helpful  exercises  are  given  in  this  subjejct. 

LrrERATiniE 

In  the  Educator  we  give  comprehensive  outlines  on  Englisl.  and  American 

literature,  on  the  drama  and  on  Shakespeare,  and  also  supply  many  choice 

setectkjns  for  memorizing.    The  model  outlines  will  serve  you  m  developing  any 

SjSZ^t  of"S^Jubj^  from  the  informatwn  fomid  in  The  New  Practical 

Reference  Library. 

Reading 

Reading  being  the  basis  of  all  study,  we  have  endeavored  to  supply  material 
that  will  crlite  all  interest  in  this  subject,  and  by  foUowmg  out  *ef"«8!ft'o"' 
the  pupil  will  acquire  the  ability  to  read  intelligently  not  only  his  text-books  but 
perioduak  and  other  books  necessary  for  his  education. 
*^  —180— 


.  GBOGRAPHy 

states,  provinces  and  cities  not  nntv  »;  •  *^°""Jy'  «n<l  we  have  taken  up  various 
New  Practical  Reference  LiB^xivfi"^  °"*''"".  ''"*  >'^°  supplyinj^in  Th| 
for  a  thorough  study  of  Sese TubS    '  """"""^  information  and  illations 

Sciences 

History 

many  pupils  to  become  fan^iliar  with  tL  hU»n^  *  u''*^'  *'*"  «"PP''ed  enable 
n?T^'  "V^  ^"  '«**  effort  than  They  usual  vK.t.''''  ^°S'^'  *"^  ^^^^^  ""^  'wn 
of  this  subjot.    Special  emphasis  i J  laid  uL„  Th-    "T-f  *°  «*'"  =»  knowledge 

Kg^r''^'*  "---^''^ch  hi^^fftVp*^^^^^^^ 

Drawing 

reach  of  the  teacher     The  wnrt  ;»  >%        ^    • "  ""®  important  subject  within 

Md  widely  used  courses  of  drawing  in  t^e  S^«?\°"'  °JL*«  ™°st  Poetical 
dear  «id  practical  and  will  be  espefi 'Sytlp^K  tif  Sch^JfX'  ^^' 
.  Physical  Culture 

Ethics 

Other  Subjects 

wWcZ^^'er^ntTal^l^a  'S^Z''' L  'Z'^'  "^^  "If"^  "-*-'  -bjects 
ateve,  you  will  find  carefuHrealSienf  of  J«n«^i**°^  *°.*^^  ''"''j'^cts  mentiS 
Mythology,  Religion,  PolS  cs  fi^s  eT^  f*"*"  '"'5  *"  Handiwork,  MusS^ 
tant  it  is  to  have  an  abundance  rfsu^l.2L*»£''''^/*Hl'="*  "^^^  how  LTmor. 
t«t,  and  how  much  labo?^;  L?ts  t^cte^T  ffi?-K°"*'''**.?f  ^^^  '^ 
the  oven^wked  teacher  and  inspire  Jhe  ^L^^'^^*'""^  "^^^  t^"*  "-"lieve 
«lonK,re  effective  work  at  «SiP;outi5oTiffS'        "*'  "^^  **"»  «» 

—121— 


/. 


Zo  tfH  HmHtiow  yicmg  )^aii  and  Qlomaii 


There  are  sixty  million  people  in  the  United  SUtes  out  of  school.  What- 
ever the  school  may  do  for  the  individual,  it  has  fallen  far  short  of  its  real 
purpose  with  that  man  or  woman  who  leaves  its  doors  without  an  ambition  to 
continue  his  studies  by  himself. 

"Education,"  says  Bishop  Spalding,  "lays  the  foundation;  self-education 
erects  the  building."  No  one  is  so  great  in  business  or  so  skilled  in  the  arts  or 
professions  that  he  can  afford  to  neglect  self-improvement.  Not  to  grow  is  to 
retrograde.  . 

Life  is  a  battle.  The  victors  are  those  who  not  only  advance  to  meet  their 
opportunity  but  who  daily  add  a  fresh  fund  of  practical  knowledge,  knowing  that 
knowledge  is  not  only  power  but  property.  ,  .  j  • 

"Most  people  unconsciously  w^iste  time  enough  for  self-education,  and  m 
many  instances  the  time  is  wasted  because  when  the  leisure  fifteen  minutes  come 
they  have  nothing  at  hand  on  which  they  can  spend  that  quarter  of  an  hour." 

The  ambitious  young  man  or  woman  denied  the  advantages  of  a  broad  edu- 
cation, or  desirous  of  adding  to  his  fund  of  useful  information,  will  find  The 
New  Practical  Reference  Library  and  The  Practical  Home  and  School 
Educator  a  veritable  university  placed  at  his  disposal. 

Widi  the  helpful  stimulus  and  the  effective,  intelligent  plan  and  study  fur- 
nished by  the  Educator,  a  field  of  study  is  opened  as  wide  as  human  knowledge 
and  achievement.  The  best  thoughts  of  all  ages,  the  wisdom  gathered  from  a 
thousand  geniuses,  are  placed  at  his  disposal. 

An  hour  a  day  devoted  systematically  to  study  will  make  an  ignorant  man 
well  educated  in  the  course  of  two  years.  It  will  give  him  a  capital  on  which 
he  will  draw  dividends  and  interest  throughout  life. 

Today,  more  than  ever  before,  it  is  the  man  who  knows,  the  man  who  is 
broadly  and  correctly  informed,  the  man  who  is  ready  to  grasp  the  opportunities 
as  they  come,  who  succeeds.    Self  help  is  at  the  basis  of  all  achievement. 

"Industry  is  one  really  great  thing  you  will  need.  If  you  want  the  highest 
positions,  you  must  pay  the  price.  This  world  runs  a  one-price  store  and  has 
no  bargain-counter.  Don't  expect  the  goods  unless  you  pay  the  price."  That 
price  may  be  hours  spent  in  study  which  would  otherwise  be  given  to  pleasure, 
but  the  result  will  be  worth  all  it  costs.  The  late  President  Harper  of  the 
University  of  Chicago  said  that  if  one  would  give  one  hour  to  study  each  day  one 
covjd  learn  a  new  language  every  year. 


--is»- 


^  Zht  Znthw 


Ieami;S™'"»  "  *^*  ""''  *'*^"*^  °*  ^'  '''^'-    T««*ing  is  closely  .Uied  to 
To  t^tViSl.^.  SSf„r'  '^  '^'^^  -  '•'"'  -  -  ^'t  or  occupation. 

possess  the  world.  "  "*  ''^  teacher's  part  to  help  the  child  to 

buryi^g^S^ce^ofn^i  IbL^f  l"^'*"v?^-  l''^*"^'  *'*<«*  ^t^^"*  «  the 
?row.  to  study?to^i^e  to  kiow  a^n'l*  ^^'?°°'-»«  billed  the  impulses  to 
hands  of  a  r^n-pr^g^Sy't  teacSr  '  f^Tr  I  '7-  u^"f ^^  *  '^''°°^  »  »  *e 
inclination,  the  non-LgSve  tfacher  in?/w,w  ""J  1^^  °'  ""*«"»'  «'  ^^  o' 
way  hned  with  the  Kfss^es  of  t«tS^^    '°"°^»  *  "»'«>*•  "***"  !»*- 

pupii?'sr™u??':n^eril^t^tk^^^^^^^  '»'-"  "  -»  "  i*- 

kindle  in  the  heart  of  every7u,;n\Tov;\oTiS;*""*''"  *"**  '*™"*"«"'  "^ 

material;  ttfSimS^tuli'to^l'J  to  In'^H't'TT  '^'^  «-«  «- 
teacher  who  follows  this  f  la^n  SadualW 7^!  thr^*^*K  T^  1°  °'"*"^«-  The 
powers,  to  educate  himse?f     ^*''"*'^y  '«»d«  ^^e  pupiT.  by  developing  his  mental 

«.d  tL*  NE^fSiTcAf  J^Sv^^""'^"^  «°««  *^  School  Ei>uca«,. 
volumes,  S^IJe^J^'STf^e  ufn'''  "V^^"  **"  *°  ''Pf^^-  ^^^^ 
teacher  wUl  find  SelpL^^pplLlta.^ '^^Ji"?  J^^^^  °*  the  country,  the 
inexhaustible  field  for  self-imorovSen?  ^1  '  f^!'^  suggestions  and  an 
prepared  questions  will  prov7SSfe  stiJJf  tnft^'  °f  J""  ^^  "'"^""y 
use  subjects  can  be  assiS  to  Je  fooLd  1  =S  **  ^^P*^  ?*"**y-  ^^  *eir 
•"^htand  interesting  bf 5?e '^Siti^'of  n?w  *r^t<SS^  "^^""^  ^  **  "•^* 

the  pT^S  t«rrTa^a~«  jhf  S"  L"'^S°^  f'^' --l^'  can  be  used  by 
and  parents.    m«  interests  Tronf,!?*^'*  "l'?!!*  °."  *«  !»«  of  both  pupUs 

Wh^interest  ir^S  Vuc^^^^^^^^  lacki„'2^  v**="'*  *°  ''«^'*  P^  «^ts. 
tnind  is  asleep.  Promotion  ali^vf  follni.  S'  ^°"  '^"°1  *"'=^  ^ben  the 
better  positions  because  o^Jror  oinl.fiS."**'''"-,  ?*^«"  *>  "«*  secure 
by  cea^ess  eflFo^  "^  P""  "^^  *^"»«  °f  *e  good  results  caused 

PRAcJz'^AL^Lt^^CE'^KSSS^^^r.SaTtf^^^^^  -<»  The  New 

work,  to  save  their  e7ere?^lJlL^!%  •"'i'""  '^"«'"  *«  systematize  their 
interesting,  and  ^le'l^'s  woTrrreffeSvL""'  **»  »^«  "«7  »*««>  nK>rc 


Co  partnto 


Every  parent  wants  his  children  to  become  noble  men  and  women.  He 
wants  them  to  succeed  in  their  life  work  and  to  be  a  blessing  to  others.  Parents 
feel  the  weight  of  responsibility  resting  upon  them  in  leading  their  children  to 
jrield  to  right  influences,  to  form  good  habits,  and  to  develop  noble  characters. 

As  is  the  home,  so  is  the  child.  Surrounded  with  good  influences  and 
treated  with  kindness,  the  child  lives  a  happy  life  and  develops  his  power  of  mind 
and  body  atenpr  desirable  lines.  Parents  should  recogmze  the  fact  that  a  healthy 
body  is  essential  to  a  healthy  mind,  and  should  see  that  means  are  provided  for 
training  the  body  as  well  as  the  mind.  The  Educator  and  The  New  Psacxical 
Reference  Library  give  many  suggestions  helpful  to  parents  in  training  their 
children.  Since  Physical  Culture  is  treated  elsewhere  m  this  volume,  we  conr 
fine  the  foltowing  pages  to  suggestions  which  apply  especially  to  training  the  mind. 

You  have  wondered  why  some  boys  toke  such  delight  in  their  school  work, 
while  others  manifest  so  little  interest  in  it.  Let  us  visit  the  homes  of  two  boys 
beknving  to  these  respective  classes. 

The  Interested  Boy.  In  the  home  of  the  interested  boy  we  find  a  boy  with 
an  active  and  inquisitive  mind.  He  asks  scores  of  questions,  some  being  the 
result  of  his  day's  work  at  school,  some  prompted  by  his  father's  and  mother's 
discussk>n  or  reading,  others  the  result  of  his  observations  in  the  home  or  on  his 
way  to  and  from  school,  and  still  others  have  arisen  because  of  his  own 
thinking  and  discussrons  with  his  playfeltows.  We  admire  his  interest  and  alert- 
ness. We  realize  that  he  has  b^^un  right,  and  with  a  little  direction  will  continue 
right.  Instinctively  we  think  of  the  successful  professional  and  business  men 
whom  we  have  known  as  having  been  just  such  boys,  retaining  all  these  years  the 
habits  and  traits  of  early  boyhood.  Inquiry  reveals  the  fact  that  this  boy  has 
been  blessed  with  teachers  who  helped  him  most  by  leading  him  to  help  himself. 
They  have  stimulated  him  to  observe  and  investigate  subjects  and  questions,  and 
to  think — in  short,  to  do  for  himself.  We  also  learn  what  is  far  more  important— 
that  this  boy  is  constantly  encouraged  along  his  lines  of  study  by  an  mterested 
father  and  mother,  who  are  never  too  busy  to  answer  his  questions,  and  who 
provide  him  with  the  means  for  self  help  and  improvement 

The  Disinterested  Boy.  In  the  second  home  we  find  a  boy  who  manifests 
no  interest  in  his  school  work  or  studies.  He  does  not  observe ;  he  does  not  ask 
questwns;  he  does  not  think  or  reason.  He  has  a  mind,  but  does  not  hunger 
for  knowledge;  he  prefers  idleness  to  activity;  in  short,  he  seems  to  be  asleep 
rather  than  wide  awake.  Again  we  call  to  mind  the  many  idlers  and  no-accounts, 
the  shiftless  and  dependent  whom  we  have  known,  and  in  imaginatbn  we  see 
them  in  their  boyhood  in  the  same  condition  as  the  boy  before  us.  Inquiry  reveals 
the  fact  that  this  boy's  teachers  have  stimulated  him  to  tiiink,  to  observe  and  to 
do  for  himself,  but  that  ha  fails  to  respond  because  his  first  efforts  along  this  line 
have  met  with  no  encouragement  from  fcther  or  mother,  who  feel  that  their 


t^^t^eJcotiS^^^^  Xf..?  S?°''  ;o"^H^t  he  need,  their 
^.  Again,  father^ inc<h«  cimof  hit, ^-^  ^""*  '"  *»»  *0'k. 
h.s  work  or  are  too  bS^o^ Tt  th'S  Se^^'fi^S'^  ^°  "°»  ""derst«,d 
tools  on  his  study  uble.  The  q?«tion  ?hat  h.  w«  •  "^I  "°  *""'?*"'  ^°'^^ 
he  cannot  answer  on  his  return  to  thn^i  »  7**  "f'gned  to  look  up  yesterday 
feels  that  the  odds  agZtTmV! t^'SJt,  hl'lf^?'""'™"^  f^res"^ 
becomes  discouraged!  Soon  he  loses  aKl.7  humihation  too  much,  and  he 
smiply  drifts.  Tfie  teachS"  bJst  efforJl  w.^"*  -1"**  .'"*''*»*  '"  »>«  wo'k,  and 
home  influence.  ^'*  "^°'**  *'"  f»''  ""Jess  they  are  second^  by 

I»  Jf  Ld"She'rs  STe  S  £v  rhS;""^'."  '"'i'^*"  P«I«'«i  to  enable 
the  parents  and  teacherfof  L  ^e^nS^  ^^1"*^ '°P  ^"  '"'""*  ^  ^  effi 
stimulate  m  him  a  desire  to  leam  and  achkve  Vf  ""fage  and  awaken  and 

SSy.*"^  ^'"'^•'^^"'  -"OX.  ^r'^^r^^'^-t^t'^Si'^V^^Xril 
cato.i"h?v:;SrtS'^,v°/iJi?S  S.'^^^r  ^^^-~«  L,BK.Kv,  the  edu- 

-for  himsel.     ^^^^^^  ^^^^^^^^  ili  J^ 

one.  "^a'.  SdTd"'eVo'rtTalTen"L'^^^^^^  outlines  camK>t. fail  to  interest  every 
observation  and  investigation TthTSy' °  ow^  ^™  *'"!?' °"''  "  ^^^^  '«»d  to 
hood.    Parents  u  ine  the  Em  r*i«;  •  "  ."^^  *"<*  immediate  netehhor- 

never  grow  too  old  to  leam.  Nb  one  is  tSf  nW  **''"'  ^°  themselves.  We 
Ignorant,  to  gain  good  from  its^^"s  After  fn.K°°J?""«^'  *°°  *'«  or  too 
^^'Penp  subjects  as  they  cSnf^  ine's  "inH  ',•  fK*"*"*'  '"'^  »<=1"''-«1.  of 
any  boy's  or  girl's  education  With  th^i,  ?i  0'  "  !^*  ™°st  valuable  part  of 
teachers  coulcf  be  dispel  <Sl\iJh't5;et'^'i  ^T"//  ^^'d,  schoolhouK  and 
as  did  Lincoln's.  *°°  ^et  the  education  would  go  on  and  on 

the  pT«en'tTarin1o™;?y!S-s"  ThT^'''-'  """W*  "««''«T  to  success  in 
twenty-five  or  even  ttH^r  ^^"LrV^^^T  S"*  ***  '"^'^^^^  for Tboy 
nearer  to  us;  life  is  more  con^l^,  S,« %  I  of  mL?"'"*  !f  "X-  The  world  is 
a  better  trained  mind  than  wJ^nSSSarv  in  tT!^'"«^'  ''?*'  ^  ^"««^  r«J"ires 

Such  s^^  bj'if^.'ir^''^';  *ift^rrrur„^£^r„£^' 


'  "■"■TO,  wBo  would  kMp  atwMit  of  TnoL 


^ 


Row  to  Study 


Your  education  consists  of  two  parts — ^what  you  learn  by  yourself  and 
what  you  learn  from  others.  Both  parts  are  valuable,  but  with  nwst  people  the 
second  is  by  far  the  more  extensive.  What  we  learn  from  others  is  obtained 
very  brgely  through  the  reading  and  studying  of  books. 

When  a  person  has  learned  how  to  study,  he  has  obtained  the  best  part  of 
his  education,  for  he  has  acquired  the  power  which  will  enaUe  him  to  master 
any  subject,  provided  he  possesses  the  necessary  patience  and  perseverance. 

Dehnitions.  Study.  Study  is  the  systematic  application  of  the  mind  for 
the  purpose  of  gaining  knowledge,  especially  for  gaining  knowledge  from  books. 

Interest.  Interest  is  the  satisfactk)n  that  one  derives  from  the  study  of  a 
subject,  or  the  ai^eal  which  the  subject  makes  to  one. 

Principles.  The  following  principles  for  study  are  given  in  the  hope  that 
they  may  save  some  waste  of  effort,  and  that  they  may  be  found  goierally 
belpfuL 

(i)  Study  Requires  Attention.  One  cannot  gain  knowledge  through 
reading  unless  one's  mind  is  fixed  upon  the  subject  studied.  Moreover,  the  mind 
must  bt  active,  alert,  reaching  out  to  grasp  the  subject  pursued.  A  boy  cannot 
solve  a  problem  in  arithmetic  while  thinking  about  a  game  of  marbles,  nor  can 
a  girl  learn  a  lesson  in  history  while  her  mind  is  upon  a  party  she  expects  to 
attend  in  the  evening. 

(a)  Interest  is  the  Key  of  Attention.  We  naturally  devote  our  minds  to 
those  subjects  which  satisfy  us.  Therefore  the  boy  thinks  of  the  game  of 
marbles  instead  of  his  problem,  and  the  g^rl  gives  her  attention  to  the  coming 
party  instead  of  the  history  lesson.  Were  the  arithmetic  and  the  history  made 
as  attractive  as  the  marbles  and  the  party,  the  attentran  would  be  given  to  them 
as  readily. 

(3)  Understanding  is  Necessary  to  Interest.  A  subject  which  we  do  not 
understand  does  not  appeal  to  us.  All  subjects  should  be  so  presented  to 
children  that  they  can  understand  them.  The  language  should  be  simple,  and  the 
thought  and  the  illustration  should  be  clear.  When  parents  and  teachers  present 
subjects  to  children  in  this  way,  they  will  have  little  trouble  in  securing  mterest 
in  them.  Care  should  be  taken  that  the  meaning  of  all  words  used  be  under- 
stood, and  that  all  reference  to  related  subjects  be  cleared  up.  This  means 
Aat  children  should  be  taught  as  early  as  possible  the  use  of  works  of  reference. 

Rules  for  Study.  Many  people  arrive  at  the  age  of  maturity  without 
knowing  how  to  study.  The  foltowmg  rules  will  be  found  valuable  in  enabling 
them  to  acquire  a  method  which  will  result  in  the  best  use  of  their  ment^ 
powers. 

(i)  Study  to  Remember.  Memory  links  the  past  with  the  pesent  It  is 
that  mental  power  which  enables  us  to  jom  the  lesson  of  yesterday  to  that  of 
today.    It  devetops  early  in  life  and  should  receive  careful  attention,  but  we 

— m— 


be  those  which  you  deduJe  fr^  ^ur  «S   "b  i^"  '"V  y°"'  ^'*  ™'«  wi" 

to  eii^otS"*^;  f£',t«r/:'-  ^oVt;  S^*  ''"^JI--^^^^  ■«  U,eir  relation 

geogmphy  between  liteXe  and  i'Jf  Se  sciref  ^IJh^^^^''''''^^  *»d 
tions  to  the  fullest  oossiWe  exf«^»      if  ;        i  *^'*"£«*'  *nd  trace  these  connec- 

cance  of  any  subj«?°:rSe?nderstoJd  "  °"'^  '"  ^'  ^*^  ♦»"*  »''«  ^""  «8nifi- 

relatilti  wS^h^^?a^t"j^pan^^^^^^^^  ."LS'e'J?!?  1°  '^  T"  J^'  *»»« 
systematic  arrangement  of  a  subiert  unH^r  h?  f "  ^"*  ^'  .*°  «»'=''  °*^^'-  The 
the  understandirl  of  tL  subi5!?d ".if^  .f^'!!?"'  *"**  '"b-divisions  assists  in 
to  learn  about  cSlT  You  wifwS^to  ta.Si'nf^^^^^^  u^"?P^"  ^^^  *»h 

it  is  formed;  (3)  the  diffeT^t  knds  o^J^JiSieHf  ^c^l^'^^A'^  I''  ^">  1*^?' 
found;  (5)  the  leading  countries  in  its  nrL^rfJfn .  /aw*  '  ^^^  .*'*'"  ^^^  •» 

of  thi'LoSoi  Zt  obUinCd^'SiTr/h-''*/-  ^\°"*  *«**•«  ~"t«ins  all 
of  the  vital  reuSn?  ot  S  Sec"  Tothe^s  '  1^"*? "  ^^'  '*  P°'"*  ««»  »" 
study  broadly  needs  to  have  It  C^thiJ  u^"?^°''  °"«  ^^o  wishes  to 
of  these  is  ai  encjlo^d,?  whfch  »nta?n^^^^^^^  *^J  •"«''*  ^»J"*«>le 

sented.  The  use  oflmrh  a  wo5k  b^aZ,Ml  »  J  ^'^^  '".*''*  '"^'i"**  P«- 
a  fuller  comprehension  of  The  subTit^Ln  U  o.h  ^'  ?*^"  *^*'  *°^  '"^s  to 
works  on  the*^same  subjeSaV^arevalu?         '^'"''^  ^"^-     ^''^^'^''^ 

work!'VeSr'illoT*yoSSfmorYtilTl^^^^^^  P"*  ^"'  '^'t  ^^^^  i-^o  the 
Many  people  ptrr^StiyLlirl^l^^ri*'  T'^'^'^  ^  accomplish  a  task, 
listiess  Wits  Sf  rtudy.  ^  ^  ^^P**^'*^  '*"■  "*°tal  work  by  requiring 

ab4'tUieti' A  bl^S'ay  «L,ftn;±-  ?%°"J^  *"*  °^  >^"°-'«««e  » 
but  if  he  cannot  recteJ  SLs°tT VSoTeTXe*  '  .^V^'  ™'?J"  ^l?''  f"*"*"^' 
•ntereft^  however  glibly  he  may  repea"  h  *  ''"^'^  ^'''^  "^'^  ^°'  fi"*ng 

the  e^JjSL^^sXsScf^iSl^dt^^^^^^  through  them  we  learn  of 

these  experiences.  °^  previous  generations,  and  profit  by 

TheI5Sorn!ti°e!  for  s'tSjy'wSc^X  cli^t' orthTh^ ^i?  '"  ^"^  '"<»-"• 
The  way  the  leisure  hours VSe  have  S^nuS  tlf "  •  "I  "°«I"*led. 
or  failure  of  legions  of  men  and  wwnen     Hn^  Ho  ^        determined  the  success 


—117— 


uilvMrilj  vf  IktM  4Byt  It  • 


Hgrfculturc 


Agriculture  is  the  oldett  of  occupatioBs  and  the  baaia  of  all  other  arta.  All 
wealth  comes  originally  from  the  soil  and  thus  the  farmer  becomes  the  backbone 
of  civilization. 

The  great  demand  for  American  agricultural  products  by  the  natioaa  of 
Europe  has  led  to  wonderful  development  in  every  department,  and  to  the  intelli- 
gent farmer  who  4cnows  how  to  produce  the  best  results  without  exhaustive  labor, 
una  life  is  the  healthiest  and  most  invigorating  in  the  world. 

The  New  Pbactical  Refekkncb  Librasy  is  rich  in  information  along  every 
line  of  agricultural  develo{nnent.  The  general  outline,  followed  by  the  oudinea 
and  questions  on  Iuugation,  Corn,  Milk,  Forkstry,  etc.,  are  merely  suggestive 
of  tM  treatment  of  the  hundreds  of  undeveloped  subjects.  » 

OUTLINE. 

I.    Early  Hutcmy. 
II.    Progress. 

III.  Agricultural  Macbimbry. 

IV.  Division  of  Labor. 

I.  Dairying. 

a.  Stock  Raising. 

3.  Horticulture. 

4.  Cereal  Crops. 

V.    Education. 

I.  Agricultural  COUq^e. 

a.  Who  first  recommended? 

b.  When  first  esUblished? 

c.  What  grants  and  aiq>rc^>riationsF 

d.  How  universal  now? 

e.  What  kindred  subjects? 

f.  How  locally  adapted? 

a.  Agricultural  Ei^eriment  Statiooa. 

a.  Origin. 

b.  Location. 

— M8— 


c.  Number. 

d.  Work. 

Experiment  with  fertiliien. 
Experiment  with  soib. 
Improve  varieties  of  grain. 
Improve  varieties  of  fruit, 
wnprove  breeds  of  live  stock. 

dSiSin^'Stm^.'  """~'  '"^^  •"'  ^"^'«  "^  o* 

^mS    ll'^  "'  domestfc  animals,  and  to  provide 
means  for  their  prevention  and  cure.  h^vkw 

e.  apeaahze. 

f.  Bulletins, 
g;.  Resulu. 


3.  Department  of  Agriculture. 

a.  Organizatkm. 

b.  Briuiches. 

Archives. 
Patents. 

Causes  and  sutistics. 
PubUc  health. 

Health  of  animals  and  live  stock. 
ExperimenUl  farms. 
Dairy  and  cold  storage, 
oced. 

Exhibitions. 
c  Lines  of  investigation. 


VI.  Soiu 


I.  Agencies  in  Formation. 

a.  Atmosphere. 

b.  Sunlight. 

c.  Water. 

d.  Plants. 

e.  Animals, 
a  G>mpositi(ni. 
3.  Kinds. 

a.  Alluvium. 

b.  Sandy. 

c.  Oayey. 

d.  Lime, 
e  Peaty. 

f.  Loam-humus. 
4'  Fertilizers. 

a.  Natural. 

Manures. 

b.  Commercial. 

Fertilizer. 

Guano. 

Menh»lea 


VII.  PtANTS.— Seeds. 

I.  Develq>ment 
a.  Roots. 

a.  Function. 
3.  Stems. 

a.  Function. 

4-  Leaves. 

a.  Function. 

5-  Fruit. 

6.  Germination. 

7-  Fertilization— pollen. 
8.  Uses. 

a.  Purify  air. 

b.  Loosen  earth. 

c.  Fertilize  soil. 

d.  Serves  as  food. 
9-  Enemies  and  Diseasea. 

a.  Fungi. 

b.  Smut. 

c.  Insects. 


VIII. 


SuijWTf: 


AgrwitB  Law. 
A|ficiuum< 
Agricnltanl  CeUagta. 
Airkuthml   Expcrfanent 

Animals. 

Ant. 

Attnoapbu*. 

Banldng. 

Mronmcr. 

Bean. 

B««. 

Bcet-Sunr. 

Birds. 

Botany. 

Bread. 

Breeds. 

BuOdinf. 

Butter. 

attle. 

Climate. 

Cheese. 

Clover. 

CoaL 

Conanerce. 


Dairr. 
Distmatiea. 

laaactk 
iotunBoa> 

Doff. 
Edocatioii. 

lSUl 

En^Ikgc. 

Lease. 
Uw. 

Fanners'  Institutes. 

Maisc. 

Fish  Culture. 

Manure. 

Flax. 

Mcnsuratioii. 

Floriculture. 

Oato. 

Flour. 

Oils. 

Forests. 

Parasites. 

Fruit 

Potatoes. 

Fungicides. 
Grasses. 

Poultry. 
Pumpkins. 

Granges. 

Rent 

Guana 

Sahs. 

Grasshopper. 
Horticulture. 

Sequoia. 
Sewage. 

Harvesting. 

Sheep. 

Heating. 
Honey. 

Sugar. 
Swtoe. 

Hops. 

Horse. 

Tobacco. 

Hunting. 

QUESTIONS  ON  AGRICULTURE. 


%t  can  you  name  on  your  table  dependent  on  the  farmer- 
ilk,  cream,  meats  of  all  kinds,  flour,  and  all  vegetables  are 


How  many  t< 
remembering  m 
his  products? 

If  your  fie  '  of  wheat  is  attacked  by  rust  or  chinch  bugs  what  crop  should 
foUow  to  destroy  the  pest? 

To  what  extent  is  the  National  Government  interested  in  farmers? 

Why  are  {armers  ccmsidered  the  backboiie  of  a  nation? 

Give  a  nwnber  of  inventions  in  farm  machinery  and  results  of  their  use? 

Does  agriculture  now  rank  as  a  science? 

Where  will  the  influence  of  s:ientific  farming  be  felt  first,  on  the  small  or 
the  large  farm?    Why? 

Are  individual  farms  becoming  smaller?    Why? 

C^  scientific  methods  on  smaU  farms  balance  the  loss  in  acres? 

What  is  the  average  size  of  English  farms?   Of  farms  in  the  United  States? 
Of  farms  in  Canada? 

What  is  the  demand  abroad  for  our  agricultural  products? 

What  are  the  chief  agricultural  products  of  Eurq*? 

Name  our  agricultural  expcM^s  and  imports. 

Why  did  the  government  beccmie  interested  along  this  line? 

What  are  they  doing  along  the  line  of  reclaiming  arid  districts  in  the  United 
States  and  Canada  by  imgatwn? 

What  are  experunent  stttkms.   What  are  the  direct  Ijenefits  to  the  farmer? 

Who  were  tM  foremost  pc<^  m  agriculture  in  ancient  times?    Tell  of  their 
methcKls  and  knowledge. 


What  are  the  benefit,  of  .pcSliS^faS!^  ^Ji?™^' 

Whit  tt  tbfJSw'Jf  32^.1""^'"  '•""•««  °'  'low  growth? 
»*«ult.  obtained?  ^  '°*'"°"  °'  *=~P"?    Give  K>me  of  the  beneficial 

j^^^^t  .«  the  ch«f  .ngredienu  of  fertUizer.  bro^t  from  the  ri.«,rhtering 

Ol6T^S^r^*"^*-^fr»in  unicorn  product,  of  Egyft  In  tH. 
Agricuhure  i.  the  buii  of  «U  other  arts.    Why  ? 

t-l.  SL'nSjf  °'  ***•  *''*'''"«^  '"'^y  P^^"*!'  how'many  pounds  would  co„«i. 
this  ^^j  *^**'  **«•''    Spring  wheat?    What  i.  the  annual  production  in 

^'^^^4^:^SToi1^^^  How 

fti«UKd?  """*>""•«»?  What  ,s  the  height  of  the  plant?  What  part  of 
about?**  '*™'^'"*  improvement  in  the  tobacco  plant  has  Burbank  brought 
^^If^jjju  ri,ould  visit  the  farmer,  of  Oregon,  what  crops  would  you  find  in 

^1  w^d^S£!;re.td^^^^^^  "-^--^"^  -  some  of  Bur- 

How  many  sheep  arc  slaughtered  in  thTOnitcd  States  yeariy? 


Irrfgatioii 

I.    Definition  and  Purposes. 

II.     ANaBNT. 

»•  Egypt— China— India. 

a.  United  States— Mexico. 

a.  Indians. 

b.  Spanish  missitmaries. 

—HI— 


lU.    MoonM. 

I.  Egypt 

•.  Dum  acroH  Um  Nik  incnucd  irrigsbk  uta 
mUlioa  teres? 
a.  United  States. 

a.  What  acreage  reclaimed  io  wcM  aod  sootliweair 
i,  Other  sections  of  world. 

a.  Acreage  reclaimed  in  Canada. 

IV    NmsaiTin  or  Iiuoation. 

I.  When  annual  rainfall  is  less  than  what  amount? 
a.  When  rainfall  is  distributed  how? 
3.  For  crops  requiring  what? 

V.    MtTBou  AND  Aims. 

I.  Preserving  rainfall  where? 

3.  Saving  of  waste  water,  where  and  how? 

3.  Distribution  of  water  to  what  districtt? 

VI.    Statutics. 

1.  Site  of  farms. 

2.  Amount  of  water  used. 

3.  Engineering  feats. 

a.  Tunnels. 

b.  Reservoirs,  etc 

Vn.    Govunmbnt  Am. 

I.  Irrigation  laws. 

a.  Work  accomplished. 

3.  Work  projected. 

QUESTIONS. 


Wliy  is  it  necessary  for  government  to  carrpr  on  the  work  in  irrigati<M? 

What  important  law  has  been  passed  relatmg  to  irrigation  and  what  are  iu 
provisions  ? 

What  are  some  of  the  feats  in  engineering  necessarv  in  this  work? 

What  parts  of  the  United  States  are  being  reclaimed  ? 

Locate  some  of  the  largest  reservdrs  and  dams  in  the  United  States  and 
Canada. 

In  what  foreign  countries  did  irrigation  originate? 

How  l<»g  are  the  dams  across  the  Nile?    For  what  are  these  dams  used? 

Who  first  practiced  irrigation  in  the  United  States? 

Wint  is  the  outcome  of  irrigation  in  the  Mormon  settlements  in  Utah? 

When  is  irrigation  necessary? 

What  are  the  three  liues  of  work  in  this  industry? 

What  is  the  average  size  of  an  irrigated  farm  in  the  United  States?  In 
Utah?    In  California?    In  Canada? 

INTEBE8TINO  rACW  ON  IWHOATION. 

Nbm  tlM  ndaouttion  Uw  of  the  Vnitcd  Stota*  wm  mMtacl  by  eoBfr«n  in 
1902,  debt  towM  bkve  bMB  built  ud  10,000  {Mople  have  lettled  on  what  wtf«  dMsrt 
laadi.  OT«r  5^,000  acfw  of  land  have  baaa  broasbt  nadar  enitiTatioa.  On*  baadrad 
milra  of  brafieS  railways  fesTe  feeea  IwiU,  1897  wife*  of  <*s3J»  ha«!  heca  dogj  aaay  sf 
wtaleb  earrr  wbole  rivenL  aad  forty-aavta  taaaab  bava  baaa  aaearatad— <w%  tba»  to  tba 
Vaeoapabm  Valley,  b^  liz  biUm  long.  It  ta  aatimatad  Oat  tba  tanttary  Mabnuedui 
wimX  is  known  aa  tba  arid  ragioM  of  tba  Unitad  Statas  wmn  600,000,000  aaiaa,  ef  wbieb 
about  00,000,000  acna  an  aDbJwst  to  irrigatiM  aad  eaa  ba  «0BV«rtsd  iato  fanaa  taSy  aa 
prodaetira  aa  laada  in  Aa  aMat  favorad  aaetioaa. 

—in— 


1,  aiwtct  ol  Gu>. 

2,  DctaU  of  Kernel. 


CORN 


3,  Hiuker  and  Shredder. 
4*  Popcorn. 


5,  Com  Plant. 

6,  Com  Prodttctiu 


•  .::  \..I.!e  of  !rr,jr,-,!...-J  Lip,!., 
:*;   •  ''^-'/""^ti'-n  Law  oj  ttn-  I'n.f.-,!  «;u»,-s  - 
■  'rngaiiun  lau's  of  CaiU'li  ■ 

■*^.t,cs  «  .rr.g=t>o„  dependent  .pen  ,rSwci;.  ^ 


'as  tf^f  Irnj-a'ion  u.  ari.!  r-'Kimi*  of  -h 


L'rjhf 


u: 


JL 


'  re,i<cd  in 


t,.> 


lOK. 


i.  .-'talk. 


Ccnj 


b.  Jo'vMc!. 
.  Coior. 
''•  ^'tructnre. 

'■i    Shape. 
•      fi.   Length. 

■       J^iisiti'M! 

^lowers, 
a.  SUP 

^  Locatio.i  uii  stalk,  whore* 
n.  i-o&jtion  oil  ear,  viljerc- 
fruit — tars. 

^.  ArntnjiP-ncnt  of  ken-,e!s  a-,- 
;     »•  ;  f.verirp      Wiijtr 
c.  L  Katitin  en  s»aJk. 


ii.ji; 


■-'  :  V  wbjtr-i  dates  ifCir  »iv*  --  "        ^  '*5*fr.; 

•     on  b>-  other  nations. 


^  Uir.inr  grade.    Cultivated  wlicre  > 

■i-  The  corn  of  cofnjiu-r  - 
'*'[  Corn..  Canning  i)id„v^rj- 
Corn,    Conif'tfrcjai  use- 

■fC.    •  ULTJVATION,   f?ARVEsT. 

i^lamrd  how?    Machfnerv  t,sed' 
UlUvaftd  orpjowpd,  how  l.nir?     \fj.<.!,:  ...... 

.  -ii'""'^''-  „ "*"*''"'  ■    Where  pfsced "' 


k 


mtm 


III. 


IV. 


III. 


IV. 


For  how  many  famil «  ^»t\u-  ^"^da  ? 
What  will  iJ^ti.;  «JSie*;'i  S«  P~v.de  homes? 

From  what  great  d&,*!,|^,:*=™'"«>.t  to  irrigate  thi,  land? 
^^^whatlocah-^,.,«--r.m^^^^ 

What  are  flumes?  '-n  weiis?    What  are  the 

•I.    General DEscMPnoM. 
1.  Stalk. 

■•  Height 
J>.  Jointed. 

c.  Color. 

d.  Structure. 
a.  Leaves. 

a-  Shape. 

b.  Length. 

c.  Position. 
*  ■riowers.  . 

a.  Silk. 

b.  Tassel. 

c.  Location  on  stalk,  where? 
4-  Frmti.^."°"  ««  -•  whe^T' 

J;  ^S?"'^'^?™^^^'  -<!  number  on  cob. 
c  Location  on  stalk. 
History. 

Kinds. 

I.  Flint 
^j^.  Inferior  gnide. 

—193—  "Meaf 


IL 


Cultivated  where? 


lW>>:^H 


V.    Whme  Cultivated. 
I.  United  States. 

a.  What  per  cent  of  world's  supi^y? 

b.  Annual  yield  in  bushels? 

c.  Valued  at  what?  ( 

d.  Importance  as  an  industry?  .     tt  •    j 
e.  Income  exceeding  what  two  crops  combined^  m  the  United 

States? 
3.  Other  Countries. 

a.  Russia. 

b.  Canada. 

c.  Argentina,  etc. 

VI.  Products.  .^       .    j     • 

I.  Food.    Importance  m  world  as  food. 

a.  Mankind. 

Meal. 
Hominy. 
Hull  com. 

b.  Animals. 

Wholi  com  and  preparations  for  all  hve  stock. 

a.  Miscellaneous. 

a.  Starch. 

b.  Glucose. 

c.  Alcoholic  liquors. 

3.  Cobs. 

a.  Symp. 

b.  Fuel. 

4.  Husks. 

VII.  Markets. 

I.  Local. 

3.  World. 

3.  Board  of  Trade. 


QUESTIONS. 

Why  called  Indian  com? 

How  many  dishes  are  made  from  com  meal  m  your  home? 

Start  with  the  farmer  and  name  the  industries  that  arise  or  are  dependent 

upon  com.  ,  .  .       , 

To  what  family  of  planU  does  com  belong? 
How  docs  com  rank  as  a  food  throu^out  the  world? 

INTEBBSTINQ  FACTS  ABOUT  COBN. 

Prof  WOer  of  tho  tl.  8.  DepartmoDt  of  Agriculture  nys  tii»t  dnco  ewr  Inmdwd 
poMMbrf  eonS[X  will  yWd  rix^nd  a  biUf  poonds  of  U»otat«  lOeobol.  "  »•  o^J^"" 
tt«ttk«  Mrienltnrwt  hM  boon  allowing  an  oaonaoua  wnonnt  of  wMlft  to  go  «• 'J^,^ 

^T^  one  MI*  win  yield  from  ten  to  twehro  toM  ofj««in  rtalta,  «  sbont  20,000 
«.nJf  aS  ^riiii*  »  qnaatItT  of  raw  matwial  wMeh  wfil  produce  1,800  pomid.  of 
IS^ISwJror  M«  gK.^Aleohol  at  tho  prewnt  tiao  ii  wortli  ^oato  a  «llon. 

flJo^to  a%«t  eSditioii  aBd  dried,  eonataOa  may  be  k^*  JadeinltAr  and  are 
^/rS  too  foTcSw^^  iHto  ak-1Sl.  Prof.  Wilqr  mynfBtm  ^  A^M» 
H^  ^^n^a  ttat  aow  go  to  waete  in  thki  coanJT  woald  Mt  oahr  driw  aU  the 

wtdi^boatB,  ma  aD  of  onr  antomoMhi,  heat  and  IDwtMia  aU  ««  howti  aad  light 
fhe  Btieeti  of  erery  eity  in  the  Union. 

^~184— 


White  'zt^i'^z\i^:^:£X^^^      '-  -« --^ 

^^Do  the  ear.  have  an  odd  or  even  number  of  rows?   How  are  they  covered? 

and  SL^ortlle'Va'SrSrn'^Sr  '"^^  -™  ^''  '"  ^  -'  temperate  region. 
How  does  com  compare  in  value  with  wheat? 

per  acre?    w£t  U^^""  f""r°*  "™  ^'  »»'•'''«'?    What  i,  the  average  yield 
per  ao^  ?    What  ^s  the  value  of  a  crop  on  40  acres  of  land  yielding IJ^usS 

WThatare  the  results  of  a  failure  in  the  com  crops  of  the  United  State.? 

what  dL  it  take  itT  SfkTwgh  d"^*?"  ^i'?  '""*  ~"  ^'--^    ^«>™ 

necteJ^th  this  Se?  ^''"^  ~™^    ^'*'*  ^*  ^'^'^  is  con- 

Why  is  com  used  as  a  fattener  of  stodt? 

now  m  use  on  the  Urger  com  farms?  "*""**""«  depend?  What  machmes  are 
is  c^ZSninSS*'""  °'  '^P''  "^  '*  *'  -  '«^?  Give  three  fom,s  m  which  it 
Tro^l^-pl^^Zi  "p^Thar^^f/jS/*  ^•'^^^  "*  -^  — ^-ly. 
scri^^hetr^lSl-fn^J^r    1^1^^''"^  "^^  ^"^  ^  '^'    ^■ 

KKjeairco;^'!;?;^^^^^^  ^"  the  United  States? 

is  the"S„rf'the';"a^iy"t^^  "'"''  ^"""^"^  '"  *^«=  United  States?  What 
^^How  does  this  compare  with  the  production  of  gold?    Silver?    Iron?    Cot- 

What  foreign  countries  produce  large  quantities  of  com? 

II.*    ^2J^°''~''-'*l'"^' *^o'"'«»«' sweet,  opaque,  etc 

1.  Cow. 

2.  Goats. 
III.    Composition. 

I.  Solids, 
a.  In  SoIntioB. 

— 18»- 


■.  Water, 
b.  Casetne. 
c  Sugar. 

d.  Fat 

e.  Salt 


IV.    Vsn. 


I.  Primary.  .     ,      ..  "v 

a.  To  support  offspring  ot  mammals  after  butn. 

a.  Secondary. 

a.  Food.   Beverage,  cooking,  etc. 

V.     PW»UCTS. 

I.  Cream. 

a.  Butter.  . 

3.  Cheese. 
VI.    Daisixs. 

I.  Breeds  of  Cattle.    Aldemeys,  Shorthorns,  Jerseys,  etc 
a.  Separators,  Butter-Making,  etc 

VII.     CsKAlfBiaBS. 

I.  Owners. 

a.  Association  of  farmers. 

b.  Stock  company. 

c.  Individuals. 
a.  AiqMuatus. 

a.  Milk  and  cream  testers. 

b.  Milk  tanks.    Fresh  and  sldm  miyc. 

c.  Cream  tanks. 

d.  Engine. 
VIII.    DiSTUBimoN  OF  Milk. 

I.  Milk  trains. 
3.  Milk  wu|ons. 

IX.  PtooocTS  AND  Exports  of  Factokibs. 

I.  Butter. 
a.  Cheese. 

3.  Oleomai^garine. 

4.  Butterine. 

5.  Condensed  milk  or  cream. 

X.  GOVSKNMSNT  INSPECTION. 

I.  Adulteration. 

a.  Water. 

b.  Chalk,  et& 

QUESTIONS. 

If  you  could  have  but  one  food  throughout  life,  which  wouM  you  take— milk 

or  meat?  , 

What  work  is  performed  by  the  separator? 
What  is  a.  creamery?    Generally  located  where? 

A  im^TBBB. 

Tken  arc  sevena  speeiM  ot  the  mUktree  to  Boath  ^Mri««.  '^^f'JSSjS. *••??! 
o<  th«  iMgsit  treM  ot  thVktod.  It  fonUM  a  wood  muck  priMd  *»  *lp£;P^i^  ^ 
^te  tSTwlS^wfe  0T«!  leaves  aad  dnk  tarn*  b«rk-  It  yWds  »  Inilt  ^t.»Mtee  like 
^t  of  ^^b«rS«d  ereuu  A  wkite  milk  floire  wkeB  u  liieisiM  taj-d.  to  it.  tnink^ 
T%k  BiiirUke  thM  wkiek  eoinee  from  »  eow,  e«i  be  m«1  to  to.  ■»de««M.  »JJ«J»«" 
MuSyittd  gives  out  .  gie«»  lUme.    It  belong,  to  tke  family  of  irtw«.  —Murton. 

^^  — 13«— 


What  ctuseimUk  to  sour?   Give  ums  of  sour  milk.    Whatiswhev? 
chee^r  *^  "'^••^*  """^  °'  ^''««*-    W»>«  '°^^i-  cllVr;'ir'iSed  for  it, 

w^t'™s  ss;?:?se"to%t?opr^  ^°"^' "  "^ ''™"''  »'-'>^ 

Why  IS  cheese  served  with  the  last  course  at  dinner? 

hi  what  ways  can  milk  be  adulterated? 

Why  does  headache  often  follow  the  drinkine  of  milk? 

How  ..  .t  possible  for  milk  to  be  the  means  of  spreTSg  disease? 

ElX  o^  t:rH™"'"'*  ^'!r?  •"  ^^«"^'°  ">i!fins?LSon? 
cream?  °^  ***  *'*•"  ^'"^'"^  "  ^°°^^«  *hose  foundation  is  milk  or 

ru  JfcJtlfh^'^^of  S  '""^"  "'  •"  ''•"  ^«^^   ^•"'^  "«  --  of  the 
Correlated  subjects:    Butter,  cheese. 


I.      DEFINmON. 

II.    Purposes. 

I.  National  govtmment. 

a.  Creation  and  maintenance  of  forest  reserves. 

b.  Prevention  of  forest  fires. 

c.  Reformation  of  present  methods  of  lumberine. 

d.  Keforestmg  of  denuded  areas. 

e.  Regulating  the  cutting  of  timber  on  forest  reserves. 
I.  rorest  surveys. 

g.  Hydro^phic  surveys. 

i   t'^lr^  P"7**'  ""V""'   '^ '»"''  *''h  trees  for  planting. 
in.    Methods.  *"^  '°"'**"  *°  '«=*"^*^ '"  universities  and  ot&r  sch5,ls. 

''  f  ttrttSet  rwTktf  i;:^^  -^^^  -  --<»  - 

IV.    Uses  OF  tS2.'  *'"'  ^'°^  **'"  ''^''  *°  ''^"*'  «**=• 

1.  Shade  and  ornament. 

2.  Windbreaks  of  farms. 

SjJlTJ^^^'^  l"^lrt^T4V"';  l^'^r^SV^'  -  •*  -^  »-  Colorado, 
««ed  and  look  the  giant  ow  It  M  w^S.  .™^f^  PW>«w^,  to  re;n™  ,nen  thi.  tree  wa^ 
l»«ny  tkat  it  waa  JZ,  ^  tober  *"  *"•  **'  "*  "•»«•  "»'»'  •pUntering  it  ao 

F«tto«TathMawd%nfiK.TLSk'!l?*^  ^'^  '*''"•  AiSsriea'aliiTerT 

•n  tr.««.  of  w«^  lijSrtoS?iSSr«S;     ^  ^  *^  *'^'  ''*  ^"^  "^"  ««»^  «»  "»«»OTi»g 

with  »  f^ij  efft^a  M  iTli^  „SrSL^S  ^  '?'*  J?""^  '"^J  *»  *»  impMMed 
lootof  *m.\poaX^""„rf /^"^Soli'  '"^  «*"*'  ''•^''  •«  't"-^  'o'  ^^S 


^     r' 


-137— 


3- 

4- 

I: 


7- 
8. 


Prevent  floodt. 

Hold  moisture. 

Hdd  Bandy,  ihifting  soQ. 

Leaves. 

a.  Enrich  soil 

b.  Protect  aoO.  i 

c.  Coal.  etc.  ' 
Homes  for  animals  and  birds.                                    v 
Commercial  value — See  Lumber  Outfitie. 

9.  Shelter  and  food. 
V.    Products. 

I.  Food— fruit,  nuts,  syrup,  etc 

a.  Miscellaneous— medicine,  tar,  turpentine,  resin,  rubber,  tannic 
acid,  lumber,  camphor,  etc. 

QUESTIONS  ON   FORESTRY. 

From  what  species  of  trees  is  the  furniture  in  your  home  made? 

Name  five  fruit  trees  common  to  your  orchard. 

What  varieties  of  trees  arc  found  in  your  neighborhood? 

Of  what  uses  are  the  fallen  leaves?   Those  on  the  trees? 

From  where  does  our  maple  syrup  come? 

How  do  trees  breathe?   What  ii  the  circulation  of  a  tree? 

What  uses  are  made  of  the  barks  of  different  trees? 

Give  a  list  of  trees  from  which  food  is  obtain^  used  in  your  home? 

Where  are  the  immense  forests  of  the  wodd? 

What  does  the  traveler's  tree  furnish,  from  which  originated  its  name? 

From  what  trees  are  the  following  obtained — dyes,  tor,  turpentine,  quinine, 
camphor,  rubber? 

What  causes  forest  fires?   What  means  have  been  adopted  to  prevent  them? 

Is  Arbor  Day  observed  at  your  school?  In  what  states  is  it  obsoired?  Wlait 
are  the  lasting  effects  of  this  observance? 

Give  hei^t  and  size  of  soaa  of  the  largest  trees  of  which  you  have  read? 

What  do  we  mean  by  hard  wood  trees  ?   Soft  wood  ?    Name  some  of  each. 

What  is  the  bottle  tree?    Why  so  called?    Where  grown? 

Where  is  ebony  procured  ?  For  what  is  it  greatly  vahied  ?  What  are  its  ftt- 
vailing  colors? 

What  remarkable  size  is  attained  by  the  redwood  tr««s  of  California  and 
Oregon? 

Where  is  the  bread  fruit  tree  grown  ?    Why  50  named  ? 

Where  does  the  rubber  tree  grow?    Describe  the  process  of  rubber  maldlS. 

What  species  of  trees  would  vou  expect  to  see  weie  you  to  travel  in  thi  nuq- 
aoa  Bay  country  of  Car.       ?   In  Abdn  ?   In  Brazil  i   In  the  Philippine  Maada  ? 

BUTTEB  ntOM  TBES8. 

Tke  fniit  of  the  butter-tree  of  Imdla  yUUM  a  fixed  oU  whleh  ku  tk«  a|fMnM«  et 
k^ter,  and  irideh  mtsy  be  used  for  all  the  pnrpoiee  that  cow's  batter  Is  osel 


A  KATUBAIi  STBKBT-LAMP. 


«  of  wkat  s«f  MS 
'ikaX  Um  "laim"  «  a 


The  traveler  is  the  foreati  of  ladla  is  oftea  startled  by  the  w 
to  be  aa  electrie  atreet-lamp.    A  aaarw  q>pioaeh  raraala  ike  fael  ^    ^^^^  ^  .^ 

Wrd's  aeet  idaatarad  aU  over  with  wmnwas  ireiiea,  wUeh  are  aUv*  aad  atlM|M|  to  the 
Beat  1^  bits  ofnurfat  elay.  The  baya  bird  that  oma  the  aeat  does  aot  Ukl  SiAam,  aad 
has  thus  devised  thki  ]^  of  stiiiaUf  the  lamye  of  the  |^»w-«oiai. 


—1*8— 


I!!. 


1,  Lambv  C«in|ib 

2,  Log  Train. 


LUMBER 

3,  Lo*  PO*  by  Lakt. 


4,  rdUag  Tttm. 

5.  Lumber  Yard  and  MBL 


LviMxr 


rjiiirf>«d  tje^    ;U- 
iUling,  intcriai   Suu'h 


I,  iiarrfwon*!-  malioi^ny,  rij..ew«>d,  rWoy,  cfcr. 
J.  S«»ft  WH.,.1.  -  j)i;v-,  ctiiar,  etc. 

I.   L'Hatii" 

a.  J  uiTtlwr  outijy^. 

b.  S«»::  >ri«,inlji»i4  crtiM. 
J.  Methods  ui    iw^g  diivi  hsn«lting  tree* 

a.  Ijiri      tiiiiljcr — Machinery. 
h.  Smfe..     'tibpT— Oxen   etc. 
r.  1  ransfh.tmg  to  mill. 

3.  Frndiut. 

a.  Roii^h  kniibfr  — iogs,  iR)ks,  pLu  * 

b.  Fiiii«.Iic(l  lumber — vtnetr*.  flfn  mi.j^, 

ings. 

c.  l'inish«*<1  articles — furuituic,  !in(Jiewcn»3,  cic. 

I'i.      TuAX.frORTATKiN  OF  Lof^H  TO  DiiTASr^AW  MJLU. 

1.  Methotls 

a.  Rbftiiij,' 

U.  Shipping  hv  rail    ■;   .',..u. 
v..    Davma 

I    Kilns. 
.'.  Sun  dried. 

V.       PDRPOSRS. 

I    Buildings-  J  liWif  ai'l  prirtt" 

2.  Railways — all  •  1  of  moi-wl,  Ht. 
^.  Ship  b«t1<!in|{  a.   .  fic. 

4.  Fuint'ure,  <:tc. 

I.  <  ansuia — Britiih  Coltjmbia.  Ontario.  Qnebtt.  other  jiroviuceb. 
3,  I'nited  Statfi — Wis  rnsin,  Mi  tiigan,  MinncKMa,  Washiagton. 
3.  Other— fniuth  America,  Sweden,  Russia    (^ennany,  France.  Mex- 
ico Canada,  .'\fnca. 
VII.      '^ummciM.. 

I.  F'ourth  rridnstry  ir.  I'nitPd  States. 
i.  l^adwij  iriiUStTN  Ji  f<"<-»^  c«mtr'se« 

3.  Lcmtser  mafkets  ut  >■ 


■m 


TFST 


.-ff 


!       t,-r 


f«»^   JO   liie 


•ur  hard  woivls  lorne.' 

;:rtTsr    Are  ihey  lHrj;e!) 

United   States   are  xxAed   tor 


;'     vVhere  ? 
their   ;  >.antifacturc 


the  cost  i'i  different  wocxH? 


Fr. 
W. 
What 

V^  ItaS  f. 

Why  au     W- <any  ant}  ro^cwocKi  expenstvo? 

fe  tb«  f-vipifr  '-turm  ol  a  tra    s  htjuse,  what  are  the  partit  or  pieces  oi  iawiber 
narfi  *i-.-l  fr«jfN  ^fltaa  rejfions  does  the  woo«i  come  ? 
tjiirt  w^  ife*t  are  b-jards  cut? 

"re  ?hr  li^-fcs  of  the  different  jiines  used  for  lumber?    Vv 
wf  ly  used  m  coastnution  work? 

s  ru.  -rfi  my  parki**  in  mahogany ;  trace  f rrmi  tree  to  room  with  the  netp  oi 

-- -ts*— 


■MIMHMIIl 


• « 


II. 


I.  Hsrdwooo 
3.  Soft  wood. 
Saw  Mills. 


roMwoMi  cboojTj  •ic 


I 


ill.    Ta 


IV. 


VI. 


VII. 


I  '  '.ognqri 
^M,  cedar,  «tc 


Lmilljcf  cunpt. 

b.  Scaportt,  kilaad  cUkt. 
a.  Methods  of  Mwtef  and  haadlfaig  trcM. 

a.  Laige  timber— Machinery. 

b.  SmaU  tinriMT— Oxen.  etc. 
c  Tramportiaf  to  miU. 

^        a.  Rough  lumber—Iogi,  potet,  planki,  raUroad  ttea,  etc. 

b.  Finished  lamber— reneers,  flooring,  siding,  interior  faiish- 
ings. 

r.  Finished  articles— (nmitnre,  implements,  etc. 
iufom  A  now  or  Loci  to  Distamt  Saw  Miixs. 
I.  MetiKxla. 

a.  Rafting. 

b.  Shipping  by  rail  or  water. 
DaviNc 

1.  Kilns. 

2.  Sun  dried. 

PtmrosB. 

I.  Buildings— public  and  pr '■/»*>. 

a.  Railways— all  equipni--^' *  of  wc""<'.  d-: 

3.  Ship  building  and  ya,     ,  <  i' 

4.  Furniture,  etc. 
LuMBiit  Producing  QM'M;..t>' 

I.  Canada— British  Qi^iwir  i,  (>:Ji.hi- 
a.  United  Sutcs— Wif  f       ;   Mv-vT^i 
3.  Other— South  Am«i.a    SwetV.'    ■' 
ico,  Canada,  Atric. 
CouMnciAU 

I.  Fourth  industry  in  Unilwl  .vi.u 

a.  Leading  industry  in  foreigfn  c^ratrics. 

3.  Lumber  nuirfcrts  of  world. 


;.;.bec,  other  provinces. 
..via^nesou,  Washington. 
ii     Germany,  France,  Mex- 


TEST  QUESTIONS. 
From  what  countries  do  our  hard  woods  come?  ^i^— > 

What  do  we  mean  by  veneers?    Are  they  torgely  "'^j  .^h^?  - 

What  cities  in  the  United   States  are  noted   for  their  mamrfaetBre  of 

furniture?  ,  .  j.«       .      _j  » 

What  determines  the  cost  of  different  woods? 

Why  are  mriiocany  and  rosewood  expensive?  

In  the  construS  of  a  frame  honse,  what  are  the  parts  or  pieces  of  tamber 

used  and  from  what  regiora  does  die  wood  come? 

Into  what  siaees  are  boards  cut?  u_u— 9    wu-  u  *i.u 

What  are  the  names  of  the  different  pines  used  for  tamber?    Why  is  this 

wood  iargely  nsed  in  eaastraction  work?  

I  fiotth  my  parlors  in  mahogany:  trace  from  tree  to  room  witti  the  help  of 


MB-^TJ, 


the  followhu:.  expandoig  ■anie  all  along  the  line:  Tree  located  or  a  large  randi 
in  Mexico,  nfty  mites  inland,  up  river.  Cot  down  by  native  Mexicans  or  peons; 
Hauled  to  narrow  gauge  railway  by  oxen  and  with  many  others  hauled  to  mill  on 
ranch.  Cut  into  large  hgt.  Rafted  down  river  with  others  to  port,  loaded  on 
vesad.  Shipped  to  Halifax.  Cut  into  different  sizes  of  bwirds,  veneers,  etc. 
(Explain  processes.)  Dried.  Shipped  to  Toronto  yards.  Sold  to  contractor 
buildup  the  house.  Give  fuO  details  of  work,  etc.,  by  referring  to  Thb  Nsir 
Practical  Rbfekbnce  Li«-«asy,  and  with  the  he'p  of  the  following  quest^ns: 

In  what  time  of  year  is  the  cutting  of  timber  carried  on  ?    Why  ? 

Where  do  the  lumbermen  live  during  this  work? 

How  do  they  fell  the  trees? 
•  How  are  the  logs  transported  to  the  saw  mills? 

How  is  a  log  raft  made  ?   How  is  it  towed  to  the  mill  ? 

How  is  lumber  manufactured? 

Where  are  the  important  lumber  regions  in  Canada? 

What  machinery  is  necessary  in  a  saw  mill? 

From  what  are  laths  made?    Shingles? 

How  are  the  big  trees  in  California  and  British  Columbia  handled? 

How  does  lumbering  rank  as  an  industry  m Canada?    In  the  United  States? 

What  is  the  value  of  the  lumber  produced  yeariy? 

How  many  men  are  employed  in  this  industty? 

What  skilful  tcomomy  is  practiced  in  the  running  of  a  saw  mill? 


Courac  of  dtudjr 

The  value  of  simple  exercises  and  experiments  in  agrietdture  as  a  field  of 
activity  for  the  growing  boy  and  girl  i.s  attaining  a  tardy  but  deserved  recognition. 
The  advantages  to  be  derived  from  the  study  are  at  least  the  folk>wing :  First, 
some  information  on  subjects  of  great  importance;  second,  the  mental  growth 
obtained  frmn  reasoning  m>m  cause  to  effect  and  from  effect  to  cause;  third,  the 
mental  development  incident  to  the  planning  and  successful  executing  of  practical 
and  valuaUe  work.  It  is  in  the  wish  that  these  advantages  may  be  extended 
even  mbre  broadly  and  enjoyed  by  an  ever  increasing  number  of  American  boys 
and  girb  that  this  course  of  study  is  included  in  the  Educator. 

It  is  bdieved  that  this  work  can  be  made  genuinely  interestii^  and  helpful 
to  the  pupil,  even  though  taught  in  the  simplest  way  and  by  the  most  inexperi- 
enced teacher.  Indeed,  the  more  informal  the  method  adopted  in  treating  both 
the  subject  and  the  pupil  the  better  will  be  the  results  obtained.  The  pupil's 
interest  in  all  forms  of  nature  will  be  enhanced.  He  will  be  led  both  to  think 
and  to  do;  the  formal  studies,  as  usually  taught,  do  not  do  either.  A  connecting 
link  win  be  fomed  between  die  school  and  die  work!  outside. 

Not  all  the  work  outlined  need  be  done  by  each  pupil;  some  of  it  is  better 
adapted  to  oMer  pupils ;  some  to  younger.  Valuable  and  useful  j^ms  not  included 
in  mis  ooorse  may  occur  to  the  teacher,  or  it  may  seon  wise  to  change  the  order 
in  some  cases,  or  even  to  omit  some  of  the  work  alta^fcdwr.  We  leave  this  to 
the  teacher's  jadgnaent 

— H9— 


P\    v»  „ 


I 


.•f 


■*; 


/JBIB^  Til"'  ir;t-  ■   -inf"  .-MM,*.-^,^  ,».=r»-r- -■mitr-anMufcti. 


— •'■•      -n  .-■- ^'■Jjg?^ 


«BKr:^7R'-'.^»C2^K 


1  and  2,  Roks:  Enfluid  and  I'enia. 

3,  Shamrock:  Inland. 

4  and  S,  Lllin:  Italy. 

A,  Edrt'vriaa:  Switieriand. 


NATIONAL  FLOWERS 


7,  Fleur-de-Ua:  France. 

S,  Cactua:  Mexico. 

9,  Chryaanthemum:  Japan. 

10.  Thiatte:  ScoUand. 

11,  Sugar  Ma|^:  Canada. 


12,  GoMeo-Rod:   United  State*. 

13,  Lotui:  Efjrpi  and  India. 

14,  Pomegranate:  Spain. 

15,  Kaiaer-Blume:  Germany. 


*J,^^^«boiild  artwilty  do  the  wtufc 
»  ot  f»  gmter  iiii{mrtaMe  than  tlie 


uwoivcd  ia  ci 
bgr  die  popB  „ 
mforauttiai  fae  i., 

»«»  MCMTH.  «— ■■www  UKAtr. 


tlM 


*jnii2i"inr* 


•'«kMk. 


nawvuH  Bi  Hw  auM  tHH  wUk  «<m>  fall         i  — — ~    •--•c  •  fmm  lat  nptumm  ta^ 

JS^l »  °*f  P»^  of  the  country  m  ikSt  m^>^       ^"*^  ""^^ 
What  IS  aoa?    Is  the  soil  in  voar  niiililTT  °7"*"- 

•Bd  decide  whkh  joo  think  ?lS^£SlLtS.?^Lr  "«!?^  *»»«' 
^  we  itte  in  descSSig  such  «««?«£  hLFST^  ?™e^    wfaa^«ti»e 

fo^^^ti**  soil  only  on  the  sur&ce  of  die  Krooad.  or  da*,  ,♦  «*-«»     i .. 

tance  downward?  Cm  xril  wear  out?  WiST^^^f  «  **  e^«id  a  loog  dis- 
out?  What  is  wettuT-VSJ  of  crSSw.'l: '*"**'  -f  !»«««,«•  ~ing 
wears  out?  If  »,  wfa^  doSTcmnTSSm?  ^fi!^  made  when  old  sol 
Notice  the  dirty  v^ater  io^  3oS^^  «S"  ^"".of  «•»  ©H  soil? 
in  it?   Where  does  this ^S[^£?**^"^»*^'»'»««»^-    Is  there  soil 

of  J;;ut:,^tS^3«^^StSSi^"J^'?«^^^^  CaWvation 
it  from  dryii«  out  quicWr  SuTn^BSl*^!^'  ^  ^"^  "^  *•  ««»<>  ptwents 

In  tWd&W  iS&i^  ^IhlT^  productive  ia  a  dry  seSra^ 
seeds.  swA  »»  pSratraS.^2.  l£h  iSl^n  '^J'^'^  P|«^  "°«  «*""»« 

Name  flle^Arht  teiS^fSn  ^^^JS''- *^''''  ^^^  ^^  ^^  «sults. 
common  vegetaUtt  andtfttfivL^SJ^™*^  "?  ^"^  ^'""'ty:  the  £w  mort 
ofeach^^SlS^r^  Discuss  the  difr««t^ 

Make  coHectkms  of  each  of  the  ta^tta  and  ««i#^a  «,i„,,i. 
and  keep  each  collection  in  a  seiStemeSe^fii^?^  il^'^^*""'"««««» 
wHh  name  of  contents  and  naWrfSSr!^  Pwtehoard  box.  labeled 

tin.  .         .  ,  SECONU  MONTH 

kffl?   Some  weeds  raite^J^r.^^'lr^'''    Which  are  hardest  to 
__  wi^  spraaa  ly  grwyft  ft»n  the  roots;  some  by  producing  milfioM 


of  seeds  which  become  dry  and  are  scattered  by  dw  mad.  Stody  some  of  the 
weeds  in  your  neighborhood  by  coHectii^  samples  of  their  seeds,  as  you  did  in 
the  case  of  the  grains.  Deci-le  whether  each  weed  spreads  by  its  roots  or  its 
seeds.  Select  certain  patches  of  each  kind  and  see  if  you  can  kill  them  ottt  so 
they  will  not  grow  next  year.  Notice  the  soil  where  Ihtae  weeds  grow  and 
eompare  it  with  the  soil  v/here  grains  grow. 

What  are  the  nrast  coi..nion  trees  in  your  neighborhood?  Do  diey  have 
seeds?  Gather  perfect  leaves  of  each  one;  press  than  in  a  bor^  and  label  each 
vnth  name  of  the  tree  from  which  it  came  and  name  of  the  collector.  Classify 
tfae  kinds  of  trees  from  which  the  leaves  came  as  to:  ist,  commonness  in  your 
■eigUwrhood ;  2nd,  size;  3rd,  color  and  hardness  of  wood;  4th,  ro^;faness  of 
b«rk;  stb,  use  of  wood.  What  commoB  tree  yields  one  important  product 
dHTHW  its  life? 

Fin  a  box  about  one  foot  square  and  one  foot  deep  nearly  full  of  warm, 
moist  earth,  at  different  places  in  it  plant  two  or  three  ken^s  of  com,  two  or 
three  peas  and  one  fair  sued  potato.  Keep  careful  watch  of  your  plantings  and 
once  each  wedc  for  a  month  take  up  each  plant  very  carefully,  examine  it,  record 
deaoiption  and  make  a  drawii^ ;  then  very  carefully  restore  it  to  its  place.  The 
am!  mist  be  kept  moi$t,  and  not  alk>wed  to  get  cold. 

Name  the  domestic  animals  that  are  useful  only  after  death;  thoae  useful 
only  before  death ;  those  useful  both  before  and  after  d«ith. 

Make  a  map  of  your  township,  showing  all  main  roads,  streuns,  churches, 
sc^ooHiouses  and  farms.  Calculate  how  far  the  average  country  pupil  has  to 
go  to  acbooL 

THIRD  MONTH. 

Li  a  sottaUe  box,  in  one  comer,  plant  a  few  kernels  each  of  oats,  wheat  and 
barky,  one  inch  deep;  in  another  comer  make  a  similar  planting  four  inches 
de^;  »  the  third  and  fourA  comers  make  plantings  seven  and  toi  ind^  deep. 
M^K  a  record  of  the  depth  of  your  plantmg  and  the  time  when  each  sprout 
a^aaars  above  the  soil 

Write  an  essay  on  enh  of  the  fpUowing:    Cow,  sheep,  pig,  ponitry.  dis- 
Qxmmig  smoag  other  things: 
General  descr^tkm. 
Number  of  legs. 
Si«: 

Average  ha^tt 
Average  wei|^. 
Peculiarities  of  teeth. 
Kind  of  food  eaten. 
General  useftdness. 
Number  kept  on  average  farm. 

How  many  chrckens  are  kept  on  your  ium?  What  breed  are  they?  What 
breed  is  best  for  egg-Jayiiw?  What  else  are  chickens  used  for?  What  is  their 
TBBSt  profitable  use,  and  what  breed  is  best  for  this  use?  How  does  tlie  profit 
received  from  the  poultry  on  your  farm  compare  with  that  from  Ae  grain? 
From  the  milk?  How  does  the  valtM  of  the  poultry  products  of  the  whde 
oomtry  amipare  with  the  value  of  the  wheat  crop  ? 

Enumerate  ail  the  products  of  some  farm  that  you  are  acquainted  with  and 
classify  than  as  to  products  of  the  soil  or  animal  products;  compare  the  v^ues 
of  these  different  products ;  wi»t  s  tf«  total  profit  yielded  by  the  tem  for  the 
iMt  year?    The  average  profit  per  acre? 

Leam  to  spell  and  locate  the  followii^  parts  of  a  horse's  body:  GuHet, 
■uczle,  withers,  hock,  pastern,  cormet,  arm,  crest,  hamstring,  cn»4>>  cazaoo, 
i^lock  and  hoof. 

,1      ga^jatiFi: 


I. 
2. 


4- 
5- 
6. 

7- 


Mdie    lamkur,  '^UR''-H  MONTH. 

pla»dng  «4e^fo?tir2;jS.SnS^°id^^w°"!2^     simiUir  to  the 
m  the  same  way.  ^^    ^*"'  **^  '^'w  obiervationa  and  raoords 

like  JSr<?U  nS  ^cl?*toT£j^'Sl  ?•>  «Su««»«W„.  positive 
surface  is  it  hottest?  Where  S  k  «2wf  ^''"*J.  ^^^«  «"  tfie^irth's 
clunate?  In  what  kind  rfXatbl^hSthiJ^  i*",'^^*"?"?  What  is 
w>rld  is  such  a  climate  foundPHoi  doei  A?^«^»  ''^*i  '"  *•»*  P*^  of  the 
of  a  people  ?  Compare  natives  of  s!uUrA.^^"S\t  Tu^""""  **  development 
from  inquiry  ^ong  far^  fad  o^S  ^IS"^^*  ^T^  ^S'=='- 

si^«1t.?s?*:;v!;i.  *^'"«*  ^'^  ^'  1^- Ar~;Sr!°  w-ii^-jk* 

For  S^glS;*?  'Hlw^ch°LXi"ard'S^''7'^l  '°^  ^'  P"n-s«? 
what  per  cent  of  butter  fat  wilHt  t^t  ?    (!^,?V'  *i'  '"^^^'^  &'^«  «  day  and 
an  ordinary  cow.    How  does  m  Ik  comST'Sfft^.r^^j;^'  "^''^  those  from 
as  a  Murce  of  profit?   How  manyrowTS^acre^^  ^'"^  Ji'^"';^  °*  «»«  *»"" 
Sdect  several  ears  of  com ;  .SSifTaSd  r^r^tP.    ^J!  ^P*  °"  =»  f*™? 
circumference  at  the  middle    of  mTtou^h.?^     the  length  of  each  and  its 
Break  the  ears  in  two  and  mSeXS? o^,,!?'''  *"**  ^^^^'  '"  «»ch  row. 
the  corn  (aving  the  kcrt>th)7n  o^^TotJ^ ^""T^"^-    ^h^"  off  aU 
that  ade  showing  the  edges  of  tlw  kernels    .SIh    »  '  «"t  '"*^'  *  «''"a*ing  of 
w«ght  of  each  rob  witTSeLht  S^the^™\£f  °*  '1^  **  ~™  »"d  compare 
of  we^ht  of  both  is  really  3?    mJus^h^ft  *^"*  ^"T  '*     What  per  ?ent 
crop  in  the  United  Stat^?    Of  w£  J^„nL''^^  ^»''«=  <>*  the  annGal  coni 
kernels  of  com  should  be  nUuiill  I  »  hm?  *^  '"  ~™  »  ""^ve?    How  mnJ 
aWll?    Are  aU  com  c^srKJne"  ^tl^LrSbr'y***'  "^"*"^  ^°^» 

you  -  r%ta2L.t^iro:!S5hn^^^    *«  -«-* ««« *« 

telhng  wien  it  w*  first  cuT^ed.  ^h^ntVmn^^'SS'  1^"*'*' 

Mat.  *  ^^^  MONTH. 

'^^l^^^y^tt^^^^l^t'^-^^^.  halyard 
pasture,  etc.  '  *  P"°^  *°  eacn  crop,  how  many  acres  are  in 

inip.^  roUSL'„1:?'''tw"jSLT^^  ^f  ,^**  r  ^«  '-0  next  most 
can  J,  be  separated  irom^Zf^nauW^J^'J^J^^l^l^l  I"  *'«'*  *^°  *»>» 
™*  o'  .«ts  pr<rf«ts  can  be  used.  In  iLt  wtvt  n^'  /ll*'  .^^y*  '"  *''*^ 
yonr  nei^borhood  used?  Do  you  faSw  of^al^J  ***  ^'^^  ™"''  produced  in 
^l^r  jnlflc  is  used  for  food?  \Sat Sens  t^m  A  .T^i  *"  **  cow 
What  lu«te„s  this  action?    How  S,  k  Ki^ent^'?     **  ''*'  '^""  *«  °"? 

Wrth  a  knife  introduce  some  of  thT.^  ^ 
«e,  A«  set  it  away  ^d^aterresil?^     *"''  °'  "  ™**^  *PP»«  i"*"  a  good 

•KKlfaS^  **' ^"^  *•"'"»  «"JP«1  plan  that  you  think  would  make  a 

;|J^1?.£  '^a^^TaJSyLSa^^SeSJ  Z^  °°*  *>'  *«"  = 
«it  atre  if  «M  at  the  market  pS  ^^       ''**'^  **  «»»  '^"M  have 


G)nii«re  the  condition  of  aome  piece  of  machiatry  that  has  stood  out  of 
doors  a  good  deal  in  rain  and  snow,  freezing  and  meltuig,  with  machinery  that 
has  always  been  protected  from  the  weather.  Which  method  of  treating  machiii- 
ery  do  you  think  will  make  it  last  tonger? 

SIXTH  MONTH. 

Ii^uire  from  some  dairyman  and  write  an  essay  on  the  best  method  of 
caring  for  milch  cattle  and  for  the  milk  after  it  has  been  drawn  and  before  it 
has  been  delivered  to  the  cnawtry. 

What  is  temperature  and  how  do  we  estimate  it?  Describe  a  thermometer. 
What  is  the  freezing  point?  The  boiling  point?  Name  all  the  uses  of  the 
tiietmometer  of  which  you  can  think. 

Cut  a  lemon,  an  orange,  a  banana  and  an  appte  in  two  crosswise  pieces; 
describe  carefully  and  illustrate,  by  drawing,  what  ^ou  see. 

Take  samples  of  several  different  kinds  of  grams  that  your  father  intends 
to  sow  in  the  spring;  carefully  count  each  kemeC  also  any  other  seeds  found  in 
the  grain,  and  estimate  the  percentage  of  purity  of  the  grain. 

If  there  is  in  your  neighborhood  a  good  example  of  a  pure  breed  of  some 
domestic  animal  and  you  can  get  the  necessary  informatk>n,  write  an  essay  <hi  it, 
telling  all  the  interesting  things  you  can  find  out  and  showing  how  the  breed 
is  superior  to  common  animals  ot  its  kind. 

Find  out  by  inquiry  some  of  the  most  troublesome  insects  in  your  neigh- 
b(»-hood  and  write  aa  essay  on  each^  mentioning  rniong  other  things:  Name, 
size,  cok>r,  number  of  wings,  number  of  l^^s,  how  it  irakes  itself  disagreeable, 
time  of  year  and  time  of  day  at  which  it  a|^>ears,  whether  it  attacks  people  or 
wimals  and  how  it  can  be  got  rid  of. 

seve>:th  month. 

What  are  clouds?  Of  what  good  are  they?  Describe  diStrtat  kinds  of 
ckmds.  What  is  dew  ?  Do  you  find  it  only  on  top  of  the  leaves,  or  on  the  tmder 
n<te  also?  Where  do  you  think  it  comes  from?  What  makes  it  form  cm  the 
teaves?  How  bng  does  it  remain  and  what  drives  it  away?  Put  some  cold  water 
in  a  pitcher  or  pail  and  let  it  stand  in  a  warm  room.  Does  dew  appear  on  Uie 
didif  Where  does  it  come  from?  Where  does  it  go  and  why?  Coiiq«re 
frost  with  dew  and  answer  above  questions  in  regard  to  it. 

Select  eight  ears  of  com  to  teat  Fill  a  duiUow  box  about  two  feet  square 
half  full  of  warm,  moist  earth  or  sawdust  and  cover  it  with  a  cbtb  wet  in 
warm  water;  number  each  comer  and  middle  of  each  side  of  &e  box  with 
numerals  from  i  to  8 ;  take  six  kernels  from  each  ear  of  com  and  put  tfiem  in 
the  box  near  one  of  the  numbered  {daces,  at  the  same  time  numbermg  the  ears 
to  correq)rad  with  the  numbers  on  tiie  b<nc  Cover  box  and  com  with  another 
warm,  wet  ck>th  and  at  the  end  of  five  days  see  what  kernels  have  sprouted  and 
calculate  what  percentage  of  the  oora  trtxn  which  the  eight  ears  were  taken 
will  reproduce. 

Plant  in  a  suitable  box,  at  the  same  depths,  seeds  of  the  pumpkin,  squash 
and  cucumber;  record  time  of  each  appearance,  describe  the  sprout  and  make 
a  drawing  of  it 


M^e  a  careful  study  of  the  lurse,  using  the  folk>wing  outline,  which  is 
devehiped  from  the  informatitw  furnished  in  The  New  PttAcTiCAL  Reference 
LoBABY.  Write  an  essay  embodtying  this  information  and  answering  all  ques- 
tioQs  suggested. 

— 14i— 


Hoof. 
Shape. 
ForiMtion. 
Leg». 

Number. 
Shape. 
Parts. 
Body. 
Form. 
Grace. 
Structure. 
Tail. 
Head. 

Shape. 
Beauty. 
Ears. 
Mane. 
Characteristics. 
Intelligence. 
Senses. 
Fleetness. 
Streneth. 
Faithfulness. 


HORSE. 

Classification. 
Draft  horses. 
Ponies. 

Thoroughbreds. 
Uses. 

Farmii^. 

Traveling. 

Hauling. 

Racing. 
History. 

Introduction  into  America. 
Origin  of 

Tlioroughbreds. 
Draft  horses. 
Ponies. 

WUd  horses. 
Food. 

Hay. 
Oat«. 
Bran. 
Grass. 
Treatment. 
Kindness. 
Care. 


QUESTIONS  ON  THE  HORSE. 

&n*!!/^°'  "^^I  ^^-  '~'"«  '^  «"<*  a  "«*"!  animal. 

When  were  horses  <(rst  mtroduced  into  America?    By  whom> 

How  do  you  account  for  the  wild  horses  found  in  AmeriS^P 

Wha  three  groups  of  horses  are  found  in  America  ?     For  what  is  each  .,«^  ? 

What  breed  of  horses  are  considered  to  be  the  swifte^^U  mcSt  ^SutiSl  / 

EIGHTH  MONTH. 

theirp5^vir^^i^  W  tj'SSfaSVi^teJr*  ^^'^  -^  «-^^  ^^  time  of 

seeds^JT  ^Z^  S:^  rnd%:;Sref?F  '^^"If  -'  P^t  in  it 
favorable.  The  grou.?Zuld^  3  S*  I^^"^  *?'*  *°  ^"^  *"  conditions 
spring.  Note  thf^rogr^Tof  y^ur  Srd^^ci^l'lf"'^  ^i^  ^"^  "^^^  »»'  *e 
deveW«„t  of  yo,^^  and  Jo^         "^"^"^  ^"^  ^"^  *  '^'^  oi  the 

^^^^  SndS''-  '^''""'^'■'  °'-  ^^'^^  ""'^"^  «^™*'"g  tree  and  keep  it  « 

daily  rainfall.  ^  ^^  "^'  *'^  *^^  *<»'»'  "«>f*«  and  the  average 

—145— 


II 


UL 


IV. 


GCNKRAL  DnCKIPTroN. 

.  V.    PaoTOcnw. 

I.    Plant  M  ■  whcric 

I.    Kansas 

a.    StaUc 

a.    Nwtii  Dtbota 

3.    Lewu 

3.    Sooth  Dakote 

(■)    Shape 
(b)    Color 

4.    MiiUMsota 

f    OkialMRUi 
6.    Nebraska 

(c)    I.engtb 

4.    Fruit 

7.    Indiana 

(a)     Size  and  shape  of 

8.    Missouri 

head 

9.    CaHfonm 

(b)    Kernel  or  berry 

VI.    PaoDucTS. 

Vasieties. 

I.    Fkwr 

1.    Spring  Wheat 

a.    Bran 

a.    Winter  wheat 

3.     MiHrTlWi 

4-    Straw  Board 

PaocEss. 

I.    Planting 

5.    Straw  Paper 

a.    Harvesting 

3.    Threshing 

VII.    HuTOKY  or  THE  Industkv. 

4.    Transporting 

5.    MUling                     * 

DtSTUBUTION. 

I.    United  States 

a.    Canada 

3.    Russia 

4.    Argentina 

5.    France 

6.    Germany 

7.    India 

8.    Egypt 

TEST  QUESTIONS 

What  is  the  average  yearly  production  of  wheat  in  the  United  Sutes? 

What  are  the  other  leading  wheat  producing  countries  in  the  world? 

What  proportwn  of  the  world's  oop  does  fte  United  States  produce? 

What  machines  are  used  in  preparing  the  soil  for  wheat? 

Wnko  inverted  the  harvester? 

With  what  tool  did  our  forefathers  cut  their  grafai? 

Is  tfiat  tool  still  in  use? 

Name  the  different  varieties  of  bread  that  you  know. 

Which  do  you  consider  the  best?    Why? 

For  what  is  wheat  straw  used? 

Where  are  the  great  wheat  regions  of  Canada? 

How  kN^  has  wheat  been  known? 

Of  what  r^cm  is  wheat  probiddy  a  native  plant? 

What  is  beardrd  wheat?    Md  wheat? 

What  is  red  wheat? 

Whitt  is  known  as  hu-d  wheat? 


— M»— 


CObcat 


I. 


II. 


III. 


IV. 


.VfiiAi.  I>r»tiitKrir,N 

•     .         1'/    ■!. 

( 

! 

Pljiat  as  a  whole 

! 

K  ia'>a.» 

a. 

Staik 

;«. 

North  Daiiota 

3 

J  eave* 

3 

South  D^ota 

(aj     Sfape 

4' 

MitV.     -'M 

<b"'     ••,    k,r 

5. 

Ol.!:             -        . 

'  c »     I  .f-npth 

6. 

Kih,  ..■  , 

4 

Fr:    • 

7- 

fnrtian.i 

1 .1                an  1  shafK?  of 

8. 

Missfjiin 

tcad 

0 

f  aKforin4 

(b)      i\-  r.itl  tr  Ijtrry 

> 

i.     I  m>i> 

I  IS. 

\   (KIETIES. 

T 

Flour 

I. 

i>r'f'fi;  VVb'-at 

». 

Rran 

2 

Winter  ulK'at 

A 

MyJIirtK* 

Prockss. 

4- 

<*?rav(    Board 

u 

Hifv.  -     , 

5, 

Straw   ra[.er 

i- 

Th'f-hit^ 

w.     Hi;-" 

■I'V  Or    nu.  iNn'r^IBY 

4 

1  r      5>f>n»j»|{ 

i^lilPIBUTIOM. 

1, 

Ihiited  States 

^. 

Canada 

3- 

Ri-sia 

4- 

Argentina 

5- 

Frante 

6 

Germany 

7- 

India 

8 

•'V,rp» 

9- 

Atj«tAi!a 

TEST  gi:fc^Tit>KS 

What  is  the  avcidj,c  vca'ly  production  of  wheat  i"  the  United  -States? 

What  are  the  other  k-attitig  vh^.  ?  productn^  countriei?  in  tht  world? 

What  proportion  oi  the  work!  -  crop  do^  the  United  States  produce? 

W'liat  niachmeh  are  k^p^  m  preijann.«  the  stiii  for  wlwrat? 

Wht'  invented  th«-  harvester 

Vk.th  what  totd  did  our  forefathers  cm  their  giam? 

%■  ^ifff  tijr>J  1^11  in  <j*c? 

If.j'Te  ^hn  differeut  vaitsstk-s  lyt  bread  ft<at  }xm  ktiow. 

W^«fi   fci  yjB  cr«*.'4«j»'.r  'he  best?    Why: 

For  whftt  i«t  <vH*M  *tf*w  "..■ifdi  * 

WlK^t  are  the  j,"**  whsat  fiprms  of  Canada  r 

Bfiw  tong  has  wheat  htcr.  ItjKJwn? 

Of  what  rej^oii  ih  wheat  probablv  a  native  plant? 

Wiiar  i^  beardtd  wheat;    baid  wh^-ai? 

What  is  red  wheat '' 

What  is  kncwn  as  hard  whetd ? 


li  Harvcating, 
2i  Thnahing. 


WHEAT 


3,  Stcd  Elevator. 

4,  iDterior  of  Flour  MOL 


S,  Wbcat  Plaata. 
0.  Producta. 


•«C»OCOfr   RBOUiTION   TBT  CHART 

(ANSI  and  ISO  TEST  CHAKT  No.  2) 


_A    /APPLIED  M/OE    I 

165 J  East  Main  Street 

?™**"*'-   "•"  ""^        "609       'JSA 
(7t6)   46J  -  0300  -  Phor, 
(716)  2M  -  59«9  -  To, 


I 


Wkata 

Hffw 


la  OealtiMl    la  kpynlMadoB,  kow  lib  a  Owl)  -«tel«fii«r* 


Hntf>ropotogy 


i«  ;»7?*  "S"^**  °'  '^.  *'.  *  '*''*'y  '»  0*  primary  importance  to  the  race    Taken 
fa^brc«den  scope,  .t  includes  all  the  sciences^h.  th^r  relatiS  to  t£  Lt  J^S 

PSYcStSJ*PHv«oriiv  *?  '"  °"*''°''*  •"  ^^  E^""**"'  "nd"  the  topics  of 

hr,«;5i  *  **^I''^l  '*"**^  *'  P""^*  herewith  an  o'-tline  showing  the  various 
rf^»,,«I^  '«r    "^"'<^  "»«?.  together  with  the  many  correlated  suWecte 

We  also  submit  you  outlines  on  the  American  Indian  and  Cuff  nwp,,« 

&«  -S*  ''r*'"*'  °'  »"»>-topics  which  will  be  found  t«fted  so  iiteJSlv 
therein.  The  observmg  student  wiU  find  much  of  interest  and  value  inT3v 
of^splendid  colored  illustrations  of  the  various  rac^  fJund  SroJ^^ut  tJj 

TEST  QUESTIONS  ON  ANTHROPOLOGY. 
Name  the  races  of  man.  \yhat  seems  to  have  been  the  basis  of  this  classifica- 
^*  i«^"^  ^  """  ^°'"<'  ™  yo*"-  own  city  or  county.  ciassiftca- 

^^Why  wfc-  the  aucasian  race  thus  named?    What  territory  is  controlled  by 

i.inffiSS^£^eXw5^"^"•*''=^*"°'J**»°««^    What  territory 

What  are  the  chief  characteristics  of  die  MaUy  or  brown  race? 
other^r^  *        '""  ***"  '"°'^  *°  ^'^^'^  ■  civiKation  without  help  of 

SSt^lw'SrS!/*!^^'^  °*  "P**^^  .^'»*  "  **  Darwinian  theory? 
Wtat  are  a  few  of  the  theories  concenung  the  origin  of  man  ? 

K„*JS.^i      '^'^.?  *^*  distingul*  man  from  all  other  animals? 
Is  roan  the  ady  anunal  with  a  moral  sense  of  right  and  wtxMig? 
languish  between  the  terms  intellect  and  instinct 

n-rrfedTJS^f  ^  ^~""*  °*  ^  "**"•    ^*  ^«*«  P~P^  »»ve  inter. 

the  2S  td^fhe'^SSLe^Lftf "  ^"""^  ^*"'""  ~"'^«  -«»  ^h""*  °* 

Whm  did  the  negro  question  m  the  United  States  become  a  Mtional  one  ? 
^^^^J^  what  hnes  does  Booker  T.  Washington  advocate  the  editoSon  of  the 


Is  man  a  sochI  animal?   Give  reaaons  for  your  opbkm. 

Give  a  few  of  the  metlrads  by  which  primitive  man  communicated  with  his 
fellow.    Name  methods  of  the  present  time. 

Describe  efforU  of  primitive  man  in  his  struggle  for  food,  shelter,  dress. 
Was  dress  originally  only  ornamental? 

What  wtre  the  weapons  and  tools  of  primitive  man?  Did  he  regard  all  men 
as  brothers?    To  what  bounds  was  his  sense  of  right  and  justice  limited?      ( 

How  were  sports  and  pastimes  regarded  by  early  peoples? 

The  Esidmos  are  supposed  to  be  akin  to  what  race?  What  does  tiie  word 
mean?  How  do  they  compare  with  the  Indians  in  progress?  Why  were  the  Cliff 
Dwellers  so  nuned? 


I. 


BrandMO  of  tbc  RiitiMti  KMt 

AxYAN  OR  Indo-Eukofean  Bramch. 
I.  Hindus. 
a.  Persian.     • 

3.  Armenian. 

4.  Greek. 

5.  Latin — ^Italic  or  Romance  Natk>ns. 

a.  French.  c.  Italian. 

b.  Spanirii.  d.  Portuguese. 

6.  Germanic  or  Teutonic  Nations. 

a.  English.  e.  Dutch. 

b.  Gemuui.  f.  Swedish. 
c  Icelandish.                g.  Danish, 
d.  Gothic  (extinct). 

7.  Celtic  Nations. 

a.  Wek*.  c.  Irish. 

b.  Gaelic  d.  Breton. 

8.  Slavonic  Nations. 

a.  Polish.  c.  Russian. 

b.  Bohemian. 

9.  Lithuanian. 


n. 


SsMiTic  Branch. 

I.  Northern  Section. 

a.  Assyra.* 

b.  Babykmia.* 

c.  Hebrew-Samaritan,  Moabites. 

d.  Phoenician. 

e.  Carthagenian. 

f.  Aramaic— Chaldee,  Syriac. 
a.  Southern  Section. 

a.  Arabic— Arabia,  Syria,  Egypt,  Barbary. 

b.  Himyaritic. 

c.  Amharic. 
III.    Hauitic  Branch. 

I.  Ancient  Egyptians  and  descindants. 

a.  Cb{is. 

b.  Berbers. 

c.  Ethiopians 

NoTS. — ^^Language  recovered  by  means  of  the  cuneiform  inscriptima. 

—148— 


TEST  QUESTIONS  ON  RACES  OF  MEN. 
What  races  of  men  hare  you  teen? 
ArL")!  """"T  .°«i<»»«tie'  o'  tfce  whio.  race. 

ownyles  of  each  savage  r    bemt-barbarous  ?     Give 

hZ  ''^t^iTJ^^^^^jf^:>^^^^  United  State,? 
moraUy  and  physically?  *"^  **  Caucasian  races,  mentally, 

Who  are  the  Bushmen?   Hottentots? 
^^^  a«  the  people,  of  Asia  as  a  rule  so  much  behind  European  nation,  in 

orStof  St'2rti^'^^•  TowhatSSd^ifrbSL? 

^  Of  what  race  doe,  the  greater  part  of  Australia  con,irt?    W&t  ha,  caused 

tho«f"fi,SS^d"t2;!nre\? J.t'^ir ^  'Jr^  "^  J^  ~"P*«  with 
Africa?    Give  ri^on,.  ^  '^°"°*  P~P'«  '<~»<*  «  A,ia  and 

dSL  Ai"2!Jll""*''^J.P*^  ""*  °*  *«  ''OfW*  population? 
exan^to^^utSr^iu?^^*^**"^'^'^^^  Give  an 

What  ha,  been  the  main  cauK  for  the  di,tribution  of  the  n«rrA? 

^  Aw??!,^'  ^^^  ^''^  on  the  races  Of  men  ? 
tor.  ..  SeJTrc^e??"'"""  "''  '^°'"'"**'  *^*  *°'l^?   What  are  the  chief  fac- 

beloi  to'whJt'S^^I  ^  '"'''''  *'"  "^^^  "  »  «"*•  ^^-'y  fourth  "«  would 

By  referring  toVS" Nine  of  A^M^L^^*  "  '^^  *^"t  hi,  head? 
tice  d6  you  note*        *^  **  Mongohan  types,  what  uncivilized  prac- 

trati^V!^Xt^1b^;4l,rSS?°'  **  ^'^'^  type  a,  seen  in  a,„. 


X"  '*«!»»  Himrfcan 


Indian  Affairs 

DiSTUBirriON. 

Indian.  Education  of  the 

North  America. 

Indian  Reservation 

(a)  Canada 

Uiuted  States  Indian  Training  and 

(b)  United  States 

Industrial  School 

(c)  Mexico 

South  America. 

Five  Civilized  Tribes. 

(a) 

Cherokee 

(b) 

Chickasaw 

(c) 

Choctaw                          * 

Creek 

Dkess. 

Seminole 

Skins 

Osceola 

Woolens 

Iroquoian  Indians 

Feathers 

Five  Nations 

Shells 

Cayuga 

Bark 

Mohawk 

Tattooing 

Oneida 

Onondaga                             " 

Games. 

Seneca 

Ball 

Huron 

Racinf ; 

Tuscarora 

Canoeing 

Algonquian 
Arapahoe 

Fishing 

Hunting 

Cheyenne 

Singing 

Delaware 

Dancing 

IlKttois 

Wrestling 

Kickapoo 
Miami 

Industrtrs. 

Narragansett 

Blankets 

Ojibway 

Baskets 

Ottawa 

Pipes 

Pmtiac 

Knives 

Pequot 

Arrows 

Pottawatomi 

Fish-1  joks 

Athapascan 

Leather 

Caddoan 

Pipes 

liaMmgean 

Shoshonean  Indians 

Burial. 

Moki 

Earth 

Siouan 

Platforms 

Nor:  It  is  to  the  credit  of  the  indiaaa  of  tbe  United  States  that  with  bnt  few  ezeep< 
tioni  they  prefened  death  to  any  form  of  slavery  or  servitude,  aad  h&ve  therefore  outintained 
for  the  race  taal  equality  with  the  white  m«i.  — ChaaoaBor. 

—180— 


—151— 


TEST  QUESTIONS  ON  INDIANS. 

Were  horse*  used  by  the  indians  before  the  Spanish  explontioiu? 

Who  gave  indians  their  name?   Why? 

What  are  the  indian  tepees  or  wigwams?  How  were  they  made  by  ta^ 
pUins  indians?    By  those  in  the  lake  region?    Why  the  ajfference?  ^ 

How  many  indians  are  found  at  present  in  North  and  South  America?  How 
many  of  this  number  resided  in  the  United  Sutes  >«  »900?^,  ^      .   .  ^. 

How  and  of  what  material  were  the  houses  of  the  Pueblos  constructed  and 
bowarr*mged?   What  was  peculiar  about  the  houses  m  the  tower  tiers  f 

Withwt  doors  and  windows,  how  did  the  Puebloa  gain  entrance  to  their 

By  close  obMrrotion  of  the  Pueblo  types  as  shown  in  colore  1  illustration, 
what  arts  would  you  say  were  highly  developed  by  this  ^~?  „,^„,™, 

In  time  of  ceremony  how  did  the  Indians  dress  and  decorate  themselves  f 
When  and  why  did  they  paint  their  fa^es  and  bodies?        „.„a-. 

What  tribe  made  maple  syrup?  The  cultivation  of  corn,  '««»'»?«f*^ 
etc..  was  practiced  by  what  tribe?   Which  tribe  cultivated  tobwxo?    What  tnbe 

""  HoS^^'fnii  what  did  the  indians  make  knives?  Fish  hooks?  Ne«"«»J 
Axes?  Pipes?  etc.  What  did  thay  make  from  rushes  and  gruss?  What  was 
JSSrkaMrabout  some  of  their  bisketo?    Did  they  know  Sie  art  of  makmg 

leather?  .        , 

What  specimer  •  of  indian  work  have  you  m  your  home? 
What  punes  did  the  indian  boy  plav  common  to  his  white  brother?    wnat 

was  the  highest  ambition  of  the  Indian  boy?  „    ^  -j  j     uu 

Where  were  the  dead  geneiaUy  buried?    What  was  generally  buried  with 

What  were  the  duties  of  the  medicine  man?  What  *«"*»»«  8«*|.?P|j?*» 
of  the  Indians?    How  did  they  consider  the  wind?    The  ram?    How  did  they 

"^WhTTa^reSi^SSJations?    How  many  in  the  United  States?    Where 

b  the  largest  in  the  country?    Are  the  indians  of  «»«^*"^.  "*''«»^,  .   ...„ 

Name  five  of  the  principal  mdian  tribes.    Name  three  of  the  pnndpal  mdian 

"^^hat  indian  maiden  saved  the  life  of  Captain  John  Smith?    Whom  did  she 

*  *  \Sttt  tadSi  name  has  been  made  world  famous  in  one  of  Longfeltow's 
poems? 

What  is  meant  by  indian  summer?  ,       ,      .  •!. 

.  By  a  study  of  the  various  types  of  the  human  race  as  shown  >n  wlored  illus- 
trations, how  do  the  indians  compare  in  dress  and  mtelligence  with  the  Mon- 
golian?   With  the  negro?  ^        .    »       .      •  «  1.^1,. 

What  did  the  indians  of  Mexico  and  Central  Amen<»  know  o«  b~Jf. 
astronomy,  arithmetic,  etc..  at  the  time  the  Spanjards  mvaded  their  country? 
How  did  tWr  civilization  compare  with  the  Spaniards  ? 


-162— 


!•    Origin. 

11.    Habitations. 
I.  Kinds. 

a.  Cliffs. 

b.  Caves. 
a.  Location. 

a.  Mexico. 

b.  New  Mexico. 

c.  California. 

d.  Arizona. 
3.  Cbnstraction. 

a.  Methods. 

b.  Material. 

c.  Shape. 

d.  Size. 


CtHV  Dwtllm 


f'MSf 


4.  PuTJOses. 

a.  Domestic. 

b.  Protection  in  war. 
5*  Ruins. 

a.  Relics. 

b.  Mummies. 

c.  Pottery. 

d.  Weapons. 

e.  Utensils. 
III.    Civilization. 

I.  Occupations. 

a.  Agriculture. 

b.  Irrigation— ditches,  etc. 

c.  Manufactures. 
a.  Government. 

a.  Tribes. 

b.  Chief. 

TEST  QUESTIONS. 

Wtat  proof  have  we  of  long  sojourns  in  these  places? 
How  many  persons  could  a  single  "cliff  palace"  shelter  ? 

w£!  U)f  tl?  •  *V*  ""^  '"  **•*  construction  of  their  dwellings? 
What  do  the  circular  ruins  contain?  ^'uugsf 

the  ceJiterS*"  ***'  *~""  "«*"■*"«  **  "«  °^  *»>*  subterranean  building  in 

some'^ihS'S  *"'  *'*'*  °'  *^  ^"'^  "''"«»?    At  what  altitude  were 

R^ii^uZni^T'  "^''''"  ""**'**'  '^'^  *°  *"'  *»»«'  »"PP'y?    Ruins? 
VWiat  valley  is  strewn  with  ruins? 
What  strange  symbols  are  to  be  seen  on  the  walls? 
Wlat  mteresting  discovery  has  been  made  b-  recent  explorations? 
What  evidences  of  handicraft  have  been  found?  "P'O""*""' 

Among  what  tribes  was  agriculture  carried  on? 
What  particular  device  shows  their  skill  and  industry? 
What  domestic  animals  did  they  raise' 

Have  the  excavations  ever  resulted  in  the  discovery  of  anv  metal  ohi,^  ' 
Of  what  matenal  were  their  weapons  and  other  SJlSnS^  Si?  ^  ' 
What  IS  a  striking  feature  of  their  pottery? 


—158— 


Hrithmctlc 


IN        .DUCTION. 
Definition  of  Number. 

"Number  is  a  product  of  the  mind  s  action,"  says  Dr.  Dewey,  the  psychol- 
ogist, "in  making  a  vague  thing  <ie/S«i7«r."       „,    ^    „ _      .. 

The  late  Commissioner  of  Education,  W.  T.  Hams,  «id:  The  idea 
of  number  will  at  first  be  grasped  by  the  pupil  imperfectly.  He  can  see  only 
soTiie  phases  of  it.  Later  he  will  arrive  at  operations  wi..ch  dema.  d  a  view  of 
all  that  number  implies." 

Subject-Mattes. 

The  subject  matter  of  arithmetic  is  of  two  klnds—odifrac*  processes  and 
concrete  problems,  or,  pure  arithmetic  and  applied  arithmetic.  The  procwses 
may  be  thought  of  as  irtruments  to  work  with;  the  problems  as  the  real  life- 
questions  that  the  children  must  solve. 

Outlines. 

The  outlines  of  work  have  varied  greatly  in  the  past,  and  are  not  exactly 
the  same  now  in  any  two  localities;  but  the  variations  are  stigbter.  For  in- 
stance, we  no  kMiger  find  "long  division"  placed  where  very  young  childien 
would  be  forced  to  do  it.  The  outlines  appended  here  are  baied  on  what  is 
generally  conceded  to  be  the  pro.  -r  work  in  each  grade  m  the  best  sciools  all 
over  the  country.  They  represent,  fairly,  the  consensus  of  opinion  of  America.! 
educators  who  are  nar'Ucularly  interested  in  arithmetic  in  our  schools. 

Order  of  Topics. 

One  topic  need  not  be  '"mished  before  another  is  begun.  In  real  life  all 
sorts  of  experiences  come  to  "the  child  in  one  day.  The  idea  of  the  work  should 
be  "spiral,"  that  is,  the  same  main  topics  should  be  carried  on  from  year  to 
year.  As  the  child  develops,  so  should  the  topics.  At  certain  ages  special  at- 
tention should  be  paid  to  certain  topics,  and  a  definite  and  thorough  study  must 
be  given  them ;  but  never  should  all  the  other  topics  be  droppec  in  favOT  of  the 
one  under  immediate  stud  v.  For  example,  simple  fractional  relations,  as  J4, 
Vj,  etc.,  should  be  used  from  the  very  first,  although  the  topic  of  fracticMis  is 
dealt  with  most  thoroughly  in  about  the  fifth  grade.  In  the  fifth  grade,  how- 
ever, denominate  numl^rs,  which  are  emphasized  befo'-e  'hat  grade,  must  not 
be  dropped,  but  must  rather  be  used  in  the  fractional  work  itself.  In  this  way 
arithmetic  appears  as  a  unity,  not  as  a  patchwork. 

—154— 


General  Sug^stioni  to  Teacher*,  i.  Do  not  be  deceived:  t'  mina  of 
your  pupil  acquires  knowledge  only  by  its  own  activity.     You  i  .ay  uTk  t3 

doing.    The  degree  ui  whi.n  ycu  Uve  awakened  his  self-activity  is  the  measure 

fiLnhLT'"'    P'"  »'?.°^^=?"y  ^"•^her.  if  ihe  works  with  this  in  mindfw  U 
find  that  her  pupils  soc  i  "just  k)ve  i'rithmetic," 

a.  Send  for,  or  borrow,  no  matter  what  grade  yoi  may  be  teachine  some 
;  the'?£''"T£"^r''  arithmetics,  sucn  as  Mefer's.  &«thwo?th.StS"SpJS; 
or  the  like.    They  are  full  oi  valuable  suggestk>ns  for  you.  »    i-      . 

t    -if    ^*^*  ^^}*  "•*  f**"*  *""'•  c««f«'ly.  even  slowly;  then  drill  for 

often  we  find  childre  .  or  grown  people,  reciting  glibly,  12  inches  make  1  fo^t^ 
V^^l^^'  ^  yard  without  reallyHS^ving  a  delnfte  idU  ofThe  diSn«,  ui 
the  child  use  ni.  ruler  cpnsUntly.  He  should  estimate  measurements  «d  thS 
venf>  h.s  ludgment  by  using  his  12-inch  .uler  or  his  yard  stick.  S?  he"hildrS 
on  .majr,n.ry  trips  with  friends,  paying  fares,  for  lunches,  etc.  MakVmrkrt 
ii^  1/  provisions  ctothing  worn  by  chi'dren,  and  the  like.  Have  the  cSdrSi 
who  are  old  enough  find  the  prices  at  first  hand,  and  insist  on  accuracv  K 
these  lists  on  the  blackboard  for  use  in  both  oral  and  written  work  ;Xy  maJ 
^ear.  "''"'*'°"  ''™"*"'  ""*'  ^°'  ""*''"«  """^  *"  arithmetic  princ?p"J 

Number  •»  the  Home  and  the  Kindebgabten. 

In  the  home  aiid  in  the  kindergarten  the  little  child  is  slowly  emerging  from 
tl^T^^'f  indefinite  in  number  relations  to  the  exact  and  definite.  ^oSite  in- 
formally, but  none  the  less  surely,  the  mother  or  the  kindergarten  teacher  mar 
j.d  m  directing  this  growth.  Size-large  and  small ;  measurSS-l^r»h^J 
thick  thin,  wide  and  narrow;  weight-heavy  or  light;  position,  dtrectwi.  etc 
^U^^i'ZJ^T^y-  ^'  F'«*<=»  «y».  "TT'e  ,?hole'S  aritinJSic^d  Se 
wlwk.c,chn^  of  number,  is  connected  with  Che  i^rception  forms  of  t.*  kinder- 
^fP:  "^  »  ^  bf  'ncss  of  those  m  charge  of  young  children  to  oresent 
1^?  r™  *""  "PTfJ  '^  ^!1^.  "^."""^  '^  '^-''''  to  count  S^mitS^r 
l™es  *"'''  ""^  '"  *•*  '*''"*'  '"'y  development  along  nnmber 

The  home  and  the  kindergarten  teaching  of  number  should  be  as  folfews- 

(a)     Rational  courting— counting  so  that  the  number  of  objects  is  setarate 
from  the  objects  themselves  in  the  chiW's  mind  separate 

!?}    S^LI"^  '^^  °'  numVr  in  groups  of  objects  variously  arranged. 

(c)     Number  pic.re.':,  e.  g.,  blocks,  sticks,  fingers,  arranged  to  makfit 

gsy  for  the  child  to  picture  through  sight,  for'  instance,  ce4h,  easy  nlS^r 


1         - 


«u„.^^*^^'    ^     ^^^"^  ^  "***^*^  *^"  •'«'■  '»'«'«  one  «P^«  her  hp,  and 
plays  baby  finger-games,  counting,  as :    "Four  little  birdies  sat  upon  a  ♦lee    One 

—155— 


flew  away  and  then  there  were  three,"  tuitingr  the  action  to  the  word,  the  ia 
teaching  number.  To  help  the  cliild  in  hii  learning  to  count,  let  the  mother  or 
the  kindergartner  give  iuch  exerciMi  at  the  following: 


How  many  fingers  have  you  on  one  hand? 

Shut  one  finger.    How  many  arc  open? 

Shut  another.    How  many  are  open?    How  m-ny  at     shut? 

a.  The  mother,  even  without  addine  to  her  ma..y  duties,  may  be  of  service 
in  her  child's  development,  if  she  will  frequently  call  attenHon  to  the  nun^er 
element  in  things.  She  may  ask,  "How  many  ciiairs  do  we  set  at  our  table?" 
or,  "Pick  out  the  largest  buttons  and  put  them  into  one  pile,  and  the  smallest  into 
another,  for  mother,  or  "Give  sister  one  of  your  three  pennies :  now  how  many 
have  you  left?"  /  i~         .  j 

3.  The  making  of  chains,  stringing  of  beads,  grouping  of  objects,  all  add 
to  the  growing  number  ideas.  Encouraging  the  child  to  place  his  soldiers  in 
two  or  three  straight  rows,  or  directing  him  to  put  the  clothespins  into  the  bag, 
two  at  a  time,  are  ways  of  strengthenme  his  number  sense.  When  the  father 
plays  at  dominoes  with  his  little  one  in  the  evening,  "matching"  ends,  he  is  not 
only  entertaining,  bu*  teaching  the  child. 

4.  In  tl.j  study  of  the  gift-plays  there  are  number  opportunities  at  every 
turn.  Tablets,  point  work,  and  especially  the  third,  fourth  and  fifth  gifts,  lead 
directly  to  truths  in  number.  The  fifth  gift  is  especially  fitted  for  the  very  be- 
ginning woric  in  fractions.  The  divisitm  of  the  tiny  cube  into  one-half,  or  half 
of  a  half,  makes  it  possible  for  the  little  child  to  see  these  relations.  He  plays  he 
is  a  mason  with  four  entire  cubes  to  place  as  a  foundation  for  his  house,  then 
builds  more;  perhaps  he  slips  a  rubber  band  about  this  group  and  places  it  as 

one  four"  initead  of  four  blocks.    Then  a  rubber  band  (a  rope  to  hirn)  fastens 
one  block  with  one  more,  and  he  hoists  this  until  "the  two"  rest  upon  "the  four." 

— loe— 


-  0 


S  hLS^^J^;«  J**^  '**^'  '"'••*»»»»  '""'  -nd  two  ar:  six.  although  he  may 
not  be  able  to  lay  thi..  And  to  the  builcUng  prcx:ee.ls;  in  the  takinc  awrt  of  the 
block!,  more  number  relations  ar    naturali;  IliKoverwI.  ^   "^         ^ 

r«.Jii,T?^   #^u'  '^'  "'  "I***''*  ^  '°^«  arithmetic  at  this  point;  it  is  only  the 


JloUn  and  Tom  tn  mlllnK  balli. 

Harm's;;?  :r.v;jiror«r'  "*" " "»"'  '•  '""•  •«"' 

How  maiiy  do  U1C7  botb  bar*} 


many  will  lii>  bare! 


FIRST  YEAR. 

General  Suggestions  to  the  Teacher.    In  this  year,  number  activities  beeun 
at  home  or  in  Uie  kindergarten,  such  as  (i)  counting.  (2)  recogniz  ng  numblJ 

Zu^^'^^-f^T'  ""^L^^  ^r^^S  """-ber-pictures  aie  cominuSi,dde- 
veloped.  Beside  this,  number  relations  are  shown  through  the  measuring  and 
making  of  simple  things  with  the  hands,  by  presenting  litti!  problems  well  5itf,"n 
the  interest  and  grasp  of  young  children,  and  by-  t^hing  and  trainTng  h.  tU 
begtnmngs  of  reading  and  writing  numbers.  ^ 

OoTUNE  OP  Work  for  First  Yeah. 

n««J;.t  ^^^u'T'  J^^  reading  and  writing  of  Arabic  numbers  to  100;  Roman 
numerals  to  XII ;  fractional  parts  Yi.'A.yi;  signs  +        = 

2.  Notation  and  Numeration.  Processes.  Nuiioe^s  from  i  to  10.  inclusive. 
The  four  operations  should  be  taught  through  the  use  of  objects;  counting  by 
ones  and  tens  to  100 ;  recognizing  groups  of  objects  without  countine 

9;  iioU^a!"""'  '°"'^"''  ^^'""^^    ^  °*  -'  ^'  ^'  ^'  '°=  '''3  °f  3-  ^' 

—157— 


4.  Denominate  Numbers.  Cent,  nkkd,  dine;  inch,  foot;  pint,  qoart;  day, 
weelc. 

5.  Measurine.  This  is  reaSy  tlie  basis  of  die  year's  work.  Ideas  of  direc- 
tion, size,  form,  would  be  continued  and  developed  from  the  home  or  Icinder- 
garten  work.  7 

6.  Living  Problems.  The  problems  in  this  grade,  as  in  the  later  grades, 
should  be  based  on  the  child's  interests  and  experiences.  Problems  relating  ti 
the  cost  of  two  tons  of  hay  may  be  apparently  simpler,  but  are  farther  from  the 
child's  real  comprehension  than  the  cost  of  five  toy  balloons. 

Helps  on  the  OirrtiNE. 

1.  The  teacher  must  be  sure  that  the  little  ones  in  her  care  understand 
the  meanings  of  the  figures  and  signs  before  she  requires  their  use. 

Let  the  ntuneration  come  before  the  notation.  Let  the  pupils  see  who  can 
find  and  read  the  page  numbers  in  their  First  Readers,  first  as  a  game.  After- 
wards the  figures  should  be  used. 

2.  Tram  pupils  to  see  instantly  how  many  objects  there  are  in  a  group  of 
objects  on  the  teacher's  desk;  in  a  group  of  marks  on  the  bhckboard,  or  on 
cards  held  up  for  the  purpose. 

Let  the  childi-en,  for  seat  work,  make  great  numbers  of  inch  squares,  2x4 
rectangles,  eic.  They  are  useful  as  counters,  as  material  to  use  in  objectifying 
the  four  operations,  etc.  Skill,  exactness  in  measuring,  and  neatness  are  all 
gained  in  this  training  work.  Scraps  of  colored  paper  from  the  printer  or  sta- 
tioner add  to  the  interest  in  tliis  work. 

3.  The  simple  fractional  relations  must  be  taught  through  the  use  of  objects. 
Here  is  the  place  for  quantities  of  simple  paper  folding  and  cutting,  preceded  by 
measuring. 

4.  Mother  gave  you  a  dime.  You  spent  5  cents  for  candy.  What  change 
did  you  get  back? 

The  milkman  left  i  quart  of  milk  at  your  house  this  morning.  The  baby 
will  drink  a  pint    How  much  is  left? 

Six  inches  melted  from  an  icicle  that  was  i  foot  l<Mig.  Show  with  your  ruler 
how  many  inches  were  left. 

Make  the  denominate  number  work  objective.  Make  many,  many  oppor- 
tunities for  actually  measuring  the  inches  in  the  foot  on  the  board,  or  in  con- 
struction ;  for  counting  out  the  five  cents,  in  toy  money,  that  make  the  nickel. 
Remember  that  much  repetition  is  needed  in  this  basic  work. 

5.  Such  terms  as  square  inch,  rectangle,  triangle,  circle,  cubic  inch,  in  con- 
nectknt  with  the  form  as  it  is  used  in  class,  should  be  used  freely  by  tbe  teacher, 
as  the  definite  idea  of  form  is  growing  in  the  child's  raind. 

Let  chiMren  measure,  measure,  measure. 

Examples :  How  kmg  do  yon  tfiiiric  your  desk  is?  Use  your  ruler  to  m.is- 
ure. 

How  wide  do  you  think  the  window  pane  is?    Measure. 

Show  me  a  block  this  size ;  one  twice  as  large.  Find  one  only  one-half  as  large. 

Measure,  fold,  and  tear  this  piece  of  wrapping  paper  into  three-inch  squares 
for  paste  dishes. 

Cut  these  half-inch  strips  into  3-jnch  lengths  for  paste  sticks. 


Suggestions  for  Materials. 

As  the  work  of  the  young  child  must  be  objective,  a  great  variety  and  a 
great  number  of  usable  objects  must  be  provided.    Foot  rulers,  splints,  counters, 

— 13S— 


such  as  shoe-pegs,  corn,  squares,  and  oblongs  (made  for  seat-work  by  you  or 
by  older  children)  ;  one-inch  cubes;  toy  or  "made"  money ;  sete  of  cards  for  quick 
7A  nt<i^^    ^'  boTTov,^)  a  pint  aad  .  peck  measure,  are  among  tte^i- 

Make  a  set  of  pasteboard  cards,  about  6x5  inches,  for  teacher's  use  in  quick 
work  with  children.  On  one  card  make  a  ^oup  of  3.  on  another  of  I  ?ar« 
£  cUss        **""''  "*"*  "'^  easUy  be  seen  S  t£  teadler  holds  ihe  cSrd^bifofl 

A  set  of  sdssOTs,  or  old  scissors  brought  from  home,  toeether  with  flour 
paste  kept  fresh  with  a  few  drops  of  carbolif  acid,  have^'o^a  „«eSry  tr 
of  the  first  grade  class  equipment.     They  make  possible  much  seat-work  in 
making  things  explained  in  class,  as  boxes,  envelopes;  etc. 


Henry  •nd  his  father  are  plajring  aomlnoea. 

Do  you  think  the  game  la  aboat  flnlsbed? 

Why  do  yoo  think  ao? 

Who  Is  going  to  win? 

Find  a  domino  with  7  apots. 

Find  one  with  10  apotaT 

How  auny  are  there  with  more  than  10  spota? 

Devices  for  the  Teacher. 

Seeing  in  Groups.    Use  groups  of  colored  circles,  splints,  etc. 

n    '^,     V^*^'"  "*  quickly,  how  many  in  this  group  of  counters.  Edwin. 

PupU:    Three. 

Teacher:    How  many  in  this,  Nora? 

Pupil:    Three;  no,  four. 

Teacher:    In  this  other  group,  Nora. 

PupU:    Four. 

— M»^ 


Teacher:  Make  groups  of  five  of  these  pegs,  Edwin;  of  four,  Nora:  of 
three,  John,  etc. 

Dominoes  for  Arithmetic.  Paper  dominoes  cut  in  large  quantities  from 
paper  or  car-'Soard  by  children,  and  dotted  with  brush  and  ink  by  the  teacher, 
make  good  material  for  many  number  games. 


•  • 
• 

•  • 

• 
• 

1.  Let  the  pupils  "match"  ends. 

2.  Select  all  alike. 

3.  Place  in  rows  with  a  given  number  in  each  row. 

4.  Find  one  with  >4,  or  1/3,  or  %  as  many  dots  as  another. 

5;.  Write  on  the  bwrd  or  oa  paper  the  number  x»f  dots  on  the  dominoes. 

Att  ZHHI  A-^'   Z^'*''  *"  ""P^*  *°°'  y*»«»°«  children  can  make  circles  of 
different  diameters  for  various  uses. 


e 

A 

I 

:i 

- 

Have  the  children  cut  a  piece  of  thin  cardboard  4  inches  long  and  i  inch 
wide.  Using  your  ruler,  mark  off  each  long  edge  in  inches;  then  in  half  inches; 
then  m  quarter  inches     Connect  the  marks.    Write  i,  2,  3  and  4  in  the  inch 

^^!"    g|7'^^^^''^*'°ft.«'d  into  two  equal  parts  with  a  mark.    Connect  the 
marks.    The  circle-maker  is  then  made. 

Stick  the  point  of  a  pin  through  the  circle-maker  any  place  on  the  long 
central  Ime  where  the  short  Imes  cross.    Stick  firmly  into  the  paper  on  which 

—160— 


how  tog,  .id.  „d  high  *.  bo?S; »!?.« ,^,'Sic  totot  ."m  hS""" 

SECOND  YEAR. 

Outline  of  Work  for  Second  Year. 

2.  Notation  and  Numeration.     Processes     VaV  i;i*«^i'A5:»*-  j      ^ 
tabled  sUS"  *^"^'*  '^*  5's.    Counting  by  ^'s.  3's.  4's  and  5's.  using  the 

3.  Fractions.    Halves,  fourths,  thirds,  and  sixths.  "uniDers. 

otf»r^'«Ii™,f«^t'^»f;    ^A  *M»  Srade  children  are  much  interested  in  each 
other   comparative  height  and  weight  mean  much  to  them. 

we  measured  Minna,  Carl  and  Anna.    Minna  was  1  feet  f,  in/.|,«.  t,;»i,  n    1 

Step  S^""^  "^  "*""«  °'  "■"«*»'  P""*""'  '*«  *«  •'O't.  i-TOMng  on. 
^Oftoi  a  probtan  of  eonsidnablt  diUculty  is  asilv  sol»«l  bv  i».nil.  if 

—Mi- 


ff: 


Yon  know  the  lo^  of  one  side  of  a  aqfun.   How  caa  you  £nd  the  dtotaace 
around  it?    Uain  a  picture  and  explain. 


Hblps  on  the  Outukb. 


I  and  a.  Playing  store  is  a  great  deli^bt  at  tlw  ave.  Alaiost  every  Ut  6f 
fomal  pade  work  can  be  done  Uvougb  pbying  store.  With  toy  meoiy,  or  money 
made  by  the  children  themselves,  interesting  things  may  be  bought  and  sold. 
United  States  money  read  and  writt«i,  "biUs^  adde^  du^  made,  and  problems 
suggested  by  the  children,  e.  g..  ribbon  measured  1^-  the  inch,  yard,  etc.,  and 
nuts  by  the  peck,  etc  Mothers,  in  particular,  will  find  dus  an  easy  way  of  keep- 
ing up  sc'.^  work  wbea  the  child  is  k^  at  home  because  of  bad  weaUier  or 
sUi^t  illness. 

In  adding  columns  of  three  or  more  figures,  do  not  allow  the  pupil  to  add 
one  figure  at  a  time.  He  should  combine  two  consecutive  figures  and  should 
finally  give  the  result  of  three  at  sight.    For  example : 

li 

^t    He  shoukl  think  first,  '/\ 

li    sight. 


tlien  12,  and,  after  training,  should  say  12  at 


3.  The  use  of  the  clock  face  is  apt  here.  The  teacher  may  put  the  questions 
as  follows: 

"Show  how  far  the  hand  travels  in  one  hoar;  in  J4  hour;  in  %  hour.  If  it 
h  took  you  15  minutes  to  walk  to  sdiod,  show  what  part  of  an  hour  it  took." 

4.  The  denominate  numbers  shontd  all  be  learned  by  means  of  the  real 
objects.  As  su^fcsted,  playing  store  and  using  the  dodc  face  are  excellent 
devices  "for  making  the  real  measures  seem  real.  Then  should  follow  the  train- 
mg  or  drill  to  make  the  facts  stick."  Ask  the  children  what  three  pieces  of  money 
wul  make  a  quarter. 

5.  Actuid  measuring  of  things  in  the  room,  catting  and  tearing  of  papers 
to  a  given  site,  for  a  given  purpose,  etc.,  form  the  basis  of  work  in  measmrment 
such  as  can  be  done  later  witfiout  using  the  rule,  because  Ae  thing  is  understood. 
Children  should  follow  from  the  board  written  directions,  after  work  has  been 
done  in  class;  as  directions  for  measuring  and  folding  papers  for  conracopiM, 
papers  lanterns,  number  cards,  etc. 

Devices  for  the  Teacher. 

Quiet  Work  Games.  The  second,  third  and  fourth  grade  teachers  can  use 
a  set  of  number  cards  in  a  great  variety  of  ways.  Let  the  chiklren  make  of  od<] 
bks  of  cardboard,  cards  about  3x5  inches,  as  seat  work.  These  the  teacher  may 
make  into  sets  of  number  cards  by  writing  numbers  on  them  in  a  bold,  dear  hand, 
in  ink.    The  teacher  may  use  them  for  drills,  as  folknrs : 

<x)  The  teacher  holds  up  one  before  the  class,  so  tiiat  all  may  see  for  an 
instant,  then  takes  it  down.  She  then  calls  on  some  pupil  for  the  sum,  difference, 
or  whatever  process  was  decided  upon  before  showing  the  card.  This  must  be 
done  rapi(Sy. 

(3)  The  card  may  be  e^ven  to  die  child  who  gives  tlie  answer  correctly  first, 
each  child  tty'mg  to  r:^  as  many  cards  as  passible. 

(3)    Score  may  be  kept  by  a  monitor  of  the  number  each  "side"  has  given 


correctly. 


Bird  House.    This  should  be  drawn,  enlarged,  on  the  blackboard  for  work 


!n  ^"rint^'ouW^  etc .  correctly  may  aid 

weaker  in  abUity  to  measure.  *^""°"  "  8'^*"  ^y  the  teacher  to  those 

Numeration.    Have   on   hand   sets  of 
-  .  I      ^P'T   °^'«>thpicks    bound    wUhr?bb?r 

1^  Sr'  T^  'r"  «™"P'  t"  •"  the  next  one 

f— ^  ''",^^;«d  m  the  next,  etc.,  beside  many  lo^se 

i^^  sp!>nts  for  children  to  group.    '""  "^y  ^°°^ 

J  'V'o??htliarJ.';°"'"^°"'^P''«-    (W"t* 

^^^^  thel^ard")"'''="^P''"*^-     (^rite  "lo"  on 

3  bund2°a^  STetn "  ""^  *"  ^"^  »-'"<• 

(Wn^^«?.^on"tVL'?d.)^""'^'"  °'  *«•• 
p.a«^p^SfK:\iLr;hi?;£7.^^ 
dreds)  is  for  the  hundreds.  ^ 

ten  a^dthund?e7'"  '''*  "^^"^  ^  ""•^'  ' 

I from^lt'  btcSe""'^'  '  ''"'  ^"'^  ^  ''^"''^ 

" etc   ^"*^  ^^^  number  that  stands  for  them, 

P.,f  jY^tk^A*  ^l'"'"^  ^."^  crayon,  draw  a  large  circle,  for  the  clock  on  the  hnar^ 

SSbolS';  .tTiZxt  Sot,/"  ■"™'""'  ""  °"  •  "»'?  S'^ 
attached  by  a  paper-fastener. 

Let  the  children  move  the  hands 
to  time  for  school  to  begin,  for  noon, 
tor  school  to  close,  etc. 

When  problems  in  time  are  given 

or  pupiis  are   learning  to   tell  time.' 

u   ^u  °"*®  actually  work  with 

the  thmg;  having  the  teacher  point  is 

not  enough. 

The  clock  device  is  an  excellent 
one  for  lUustrating  points  on  simple 
tractional  relations,  comparisons  of 
size,  for  pomting  to  in  quick  wOrk  in 
tables,  etc.  Once  the  principles  are 
nxed,  the  object  may  be  removed  and 
used  only  m  cases  of  doubt. 

Directions  for  Making  an  Envel- 
ope- This  may  be  made  to  hold  lan- 
giiage  words,  seeds,  a  letter,  valentine, 
pa    r         "**'"*'  needed  is  manila 

—168— 


/ 


/ 


The  children  may  cut  (or  tear)  a  six-inch  square.  Fold  the  square  so  that 
the  two  tmposite  corners  will  meet.  With  the  base  of  the  triangle  toward  you, 
fdd  the  right  hand  comer  to  the  middle  of  the  base.  Paste.  In  the  same  way 
fold  the  left  hand  comer.  Paste.  Fold  the  apex  of  the  triangle  to  meet  the 
middle  of  the  base.  Open.  Then  fold  and  paste  the  inner  triangle  to  the  middle 
of  the  base.  Now  tell  Ihem  tliat  since  they  have  made  this  envelope  so  well  with 
help,  they  may  make  one  without  assistance  for  seat  work. 

Such  directions  as  the  above  may  be  written  on  the  board  with  each  step 
numbered  as  the  children  proceed.  It 
may  be  left  for  ♦he  pupils  to  follow, 
by  themselves,  as  soon  as  they  are 
skillful  enough  to  be  left  alone  to 
Ot.Ty  out  directions.  The  values  in 
the  work  will  appeal  at  once  to  the 
thoughtful  teacher. 

TYPE  LESSON. 
Reading  the  Thermometer. 

This  lesson  is  based  on  the  use 
of  the  thermometer  and  is  for  the 
purpose  of  training  the  children  in 
counting  by  2's  and  by  in's.  A  com- 
mon thermometer,  wmch  the  children 
have  been  watching,  may  be  used. 
Draw  a  diagram  of  a  thermometer  on 
the  board,  showing  the  degrees  and 
spacing. 

Teacher:  All  find  the  figure  o  on  the  drawing  of  the  thermometer  on  the 
board.  Jane,  fiiid  it  on  the  real  thermometer,  or  heat  measurer.  Rali^,  show 
with  your  finger  how  far  the  mercury  rises  when  there  is  one  degree  of  heat  to 
measure. 

Pupil:   This  is  one  degree. 

Teacher:    Show  how  high  it  rises  to  measure  io°,  20",  30°,  40',  Lena. 

Pupil:    This  is  lo* ;  this  is  ao',  etc. 

Teacher:    To  what  point  has  it  risen  today? 

Pupil:    To  here,  between  30"  and  40*. 

Teacher:    How  many  spaces  are  there  between  the  marks  30°  and  40'  ? 

Pupil:    There  are  five  spaces. 

Teacher:  Mark  off  on  the  blackboard  drawing  the  space  between  30*  and 
40*.    Into  how  many  spaces  are  you  dividing  it? 

Pup3:    I'm  dividing  it  into  five  spaces. 

Ttocker:   How  many  d^rees  between  30"  and  40"  ? 

—164— 


^sr^  '.^-s, 3^s  iK.^;- •„"  -  -  ^ 


Pupil-   There  are  ten  degrees. 

Ji^^^-p  Count  by  two'..  *^'- 

Ji^    -aa-^H^y/^a^r^  3^'.  the  .econd  34%  and  «>  on. 
lupt-:^''^  «-<!  the  temperature  for  today,  exactly. 

10X4=40 
10X5=50 

iox&=6o 
10X7=70 
10X8=80 
10X9=90 
10X10=100 

THIRD  YEAR. 

^gh^roi%,'i:frffthL^^^^^^^  ^ ««« shouw  • 

What  is  given?    What  i,  req«S3?  '"^TtATt^^^l^f  '^''^  P^'*'- 

OcTUNB  OF  WoHK  TOR  Third  Year 

n«n««,,'3'rrent'tt|\"n1l"alS^r^^^^^^^^^^  «-  -'•-.•  Ron- 

cents  as  used  in  this  grade  ^  °^  fractions  and  of  dollars  and 

and  snh^^n^orly'':S^r    '*'"""^-     ^''^  ^^'^  -<>  correct  adding 
4's  aid  Vs.'''*'  ^"""^  *"'  "''•    ^""«"g  f--rd  and  backward  by  .'s.  3's 
Writ^^^  Ji^t^r^p^i^''''^^^^^^,  ^'  *y^-  to  be  ,0  or  less. 

as  pSsen^r^'deV'Se'^Sd  ^""Sef  3e^^?  ""^"^T^  ««"»>er. 
larger  or  smaller  unit    TeH  Hme  W  thVdJl  ^f^"!!**  """'*"  *«  *e  next 

what1s1hf?i'^?^';h^"Sth""'  "=  ."  3  shSroVSVdboard  cost  Sc 
rtep  of  the  pr^S,  ^  *'  comparison  of  6  with  3  precede  Ae^^d' 

J.n,  «,d  Harold  k^t  a  lemonade^jUjK,  at  a  picnic    At  Sc.  a  quart,  what 


lii:  . 


did  it  CMt  to  make  a  gaUoiis  of  lemoiude?    What  waa  their  gain  if  they  told  it 
at  4c  a  pint-glaM? 


Hbus  on  the  OirruKi. 


^ 


I.  In  this  grade  especial  attention  should  be  given  to  neatness  and  accuracy 
in  written  work,  as  well  as  to  the  more  exact  oral  cxpreasion  of  nnnd)er  facts. 
Make  a  point  of  praising  attempU  to  shape  figures  well  and  to  give  resuhs  rapidly 
and  accurately.  .       „    .,  .  , 

3.  There  is  great  delight  at  this  age  in  "numbers."  Make  great  use  of 
number  games  in  fixing  number  facts,  especially  the  tables.  As  suggested  lato", 
great  enthusiasm  may  be  mainUined,  and  drudgery  forgotten,  if  the  teacher  will 
but  enter,  vith  the  spirit  of  fun,  into  the  work  on  tables,  as  games  in  which  all 
may  compete.  However,  before  rapidity  or  fluency  in  them  is  demanded,  the 
number  facts  rovit  be  well  taught.  ..... 

3.  Make  use  of  the  chart  given  and  use  the  counters  freely,  aluwing  the 
pupils  to  show  the  relations  in  as  man^  ways  as  possible.  Encourage  little  original 
''number  pictures"  made  by  the  pupils  to  illustrate  problems. 

4.  Make  use  of  many  problems,  as:  We  nave  been  in  school,  now,  ij^ 
hours.    How  many  minutes  is  that? 

Fred  is  exactly  4  feet  high.    How  many  yards  high  is  he? 

5.  Always  follow  this  plan  in  measuring:  (a)  Let  pupils  estimate  the 
distance  or  the  c|uantity.  (b)  Measure,  exactly,  (c)  Compare  the  measure  with 
the  estimate  of  it 

Dbvicbs  for  thb  Teaches. 

"Toby  Wheel.  Make  a  large 
copy  of  the  "Number  Wh^el"  on  the 
board. 

This  is  one  of  the  most  interest- 
ing devices  for  training  in  pure  num- 
ber. It  may  be  used  m  varied  ways, 
as  follows: 

1.  The  teacher,  using  the 
pointer,  says,  "Give  table  of  sixes, 
rapidly." 

2.  A  pupil  uses  the  pointer  and 
chooses  other  pupils  to  answer. 

3.  Sides  are  chosen.  The 
teacher,  rapidly  pointing,  gives  each 
side  a  turn  in  succession.  One  child 
may  keep  tally. 

4.  The  central  figure  may  be 
changed  and  the  sign  -f-  placed  on 

the  board.    Then  tests  may  be  given  .         .    .        t 

for  correctness  and  rapidi^.    The  pupils  may  write  the  results  and  rise  wSen 

the  work  is  finished.  ...  ,  ^       ..     j.  *. «    r 

Chart  of  Comparisons.    An  ingenious  teacher  will  find  such  a  diagram  full  ot 

possibilities  for  training  the  eye  to  see,  the  mind  to  judge,  etc.    Coomwisoos  are 

easily  Uught  by  its  use.    She  may  ask  such  questions,  at  last,  as  the  fNlowing : 
Which  lioe  is  twice  B?    Which  two  added  make  H?    Which  line  is  the 

difference  between  F  and  D?    Call  A  5;  name  the  others.    Call  A  6^  and  name 

the  oUiers.    (See  diagrams,  page  64.) 

_160— 


ABCDEPGH 


PraeHoH  Chart.  The  teacher  may  make  >i  bwe 
i'SI"JL?'  this  chart  a>4  feet  by  a^STfor  SE 
work,  and  nay  direct  the  children  to  make  the  same 
on  paper.  »>4  inches  bv  a  inches.    Th«The  my  u^ 

iSU^If^^^'^KP"**^"  '"«"^^  fractiSsror  fol 
making  pUun  to  the  eye  the  relation? in  the  nr^t  plac°. 

folk>wSl!%«'  ""^  *'''"  ""^  •"«•'  questions  u  the 
w£»  ^    ?°*  "*"^  "-J"""  '«*«  »  the  rectangle? 

are  th^*^^^^^^  H^e  wor^    Th    fo,k,w«g 

third  grade  should  be  able  to  call  the  teLlts  at  sSt    Us^  th?t.H.  '?*"*  ".•*^ 
or^fo^home  work  for  pupils  who  are  backwMUjon*" Sstt  t  ^^g 

IJ   J   J      4      a      4      J      6      J      g      7 


567864826 
543257396 


^      5      3 
789 


2^879 


S     I      ^      7      6      s 
£J_9_7_8_9J      6      8      9      8      9 

FOURTH  YEAR. 

»»  ««*i  p««««.  „  *A  *r,.^.  LSdi::;^  k«;s"  ^ 

—167— 


OuTUNK  or  Wmk  hm  Fovrtm  Yiai. 

I.  Expmiioii.  Reading  and  writing  Arabic  numbcri  to  Nvtn  order*; 
Roman  ntunet.Mi  to  M ;  two  ordtri  of  decimals,  including  the  reading  and  writing 
of  dollan  and  cents,  dedmally. 

a.  Notation  and  Numeration.  Processes,  (a)  Work  for  exactness  ai<d 
rapidity  in  the  four  operations. 

(b)  Written  words  using  the  four  operations  with  multiidiers  and  divisors  of 
two  orders.  "Long"  division  and  "kmg"  multiplication  well  begun.  Comparisons 
extended. 

J.    Fractions.    Further  use  of  fractions  learned  in  previous  grades.   Chang* 
rem  fractions  to  whole  or  to  mixed  numbers  and  back  again.    Addition, 
suWaction  and  comparison  of  fractions. 

4.  Denominate  Numbers.  All  denominate  numler  tables  used  in  other 
gfitves,  completed  and  learned.  Much  work  on  problems  involving  denominate 
numbers. 

5.  Measuring.  Measuring  as  noted  in  grades  two  and  tiiree  should  be  ex- 
tended.   Application  in  drawinp,  making,  etc.,  should  be  continued. 

6.  Living  Problems,  ^liat  are  the  dimensions  of  this  room  in  yards? 
Find  tile  area  of  the  space  on  which  your  seat  and  desk  stand. 

Correlatine  this  work  wit!i  nature  study,  such  questions  S3  the  following 
mieht  be  asked:  Our  weather  chart  shows  that  15  of  the  ao  days  were  sunny 
and  5  were  ckxidy;  what  proportion  of  the  days  were  cloudy?  VnM  proportion 
were  sunny? 

Helps  on  the  Outlinb. 

I.  Give  much  itaining  in  the  application  of  United  States  money,  after 
diowing  tiiat  the  business  way  of  writing  is  merely  a  grouping  of  ddlars,  dimes 
and  cents  separ:.i>ly,  r.  g.,  $50.73  means  a  group  of  fifty  dtoUsrs,  a  group  of 
seven  dimes  and  a  group  of  three  cents. 

a.  It  is  a  great  stimulus  to  test  each  child  by  the  clock  for  rapidity  in  per- 
forming  certain  operations.  At  the  end  of  a  week,  test  again  to  find  improve- 
ment. During  the  study  period  occasionally  ask  the  pupils,  as  part  of  the  work, 
to  watch  the  clock  and  test  themsdves  for  rapidity  on  the  work  you  expect  to 
require  orally  of  the  class. 

Distinguish  with  children  of  this  age  between  division  and  partition.  Lead 
them,  that  is,  to  see  the  difference  between  $.i5-4-$.05=,  and  1/5  of  $.is=$.03. 

Easy  examples  involving  the  four  operations  may  be  written  on  the  board 
for  the  sake  of  training,  then  erased  rapidly  one  at  a  time.  The  children  should 
put  down  the  answers  only,  exchange  papers  and  correct 

Examfdes : 

88^22  = 

500—250= 
60+17  = 
SOX5    = 


3.  Make  sure  that  the  child  really  grasps  fractional  relations  by  asking  him, 
for  instance,  to  show  1/3  in  five  different  r<ays. 

4.  Let  the  children  estimate  the  nuniber  of  quires  of  paper  used  by  all 
the  members  of  the  room  in  the  year,  and  the  price  of  it 

Let  them  figure  on  such  problems  as  the  length  of  a  rectangular  pane  of 
glass  in  a  school  door  if  it  is  19  inches  wide  and  contains  665  square  inches. 

— 16»— 


'9 


5    > 


for  L^Z'  """'  '^  """-^  oir  o.  ,h,  floor  by  ,h.  .hiUr™  ,«,  „«d 

DlVICU  FOR  THE  TeaCH'JI. 

«Ki  wi*  ,£.  .,„.  to  iii„"S  it's  Jril^rpiSw  '^"  ""^  °°  "^"» 


— 1(»~ 


rrr 


Ilhictntion  by  pupil :  I  ipcnt  $4  of  the  |ia  I  had.  What  part  of  my  money 
did  I  spend? 

Dtnominate  Numbers.  Giildi^  ihould  use  the  actual  measures  when  deal* 
ing  with  dtmominate  numbers.  Much  handling  of  the  quart,  peck  or  bushel  is 
needed  befcre  the  teacher  can  depend  upon  it  that  tne  glib  reciter  of  the  "table  of 
dry  measure"  really  images  and  undersUnds  what  he  is  saying.  Later,  the  objects 
should  be  removed,  but  if  the:e  is  uncertainty,  use  the  measures  again. 

Tht  hhision  Table.  This  may  be  used  for  home  work.  It  frequemly  hap- 
pens that  pupils  in  this  grade  have  partially  forgotten  or  are  weak  on  their  *- 
vision  table=  The  teacher  c  parent  will  find  here  the  principal  points  in  division 
required.  W  iiere  the  child  i  nnot  give  the  result  instantly,  use  toothpicks,  mailcs, 
etc..  and  ask   he  child  to  divide  the  objects  into  groups. 


2)4 

a)6 

3)« 

2)8 

4)8 

3)9 

5)10 

a)  10 

a)ia 

3)12 

4)>2 

6)ia 

-  14 

7)14 

sy^i 

3)15 

a)  16 

4)16 

8)16 

a)  18 

3)18 

6)18 

9)18 

5)20 

4)20 

3)21 

7)21 

3)24 

4)24 
7)28 

6)24 
5)30 

8)24 
6)30 

5)25 
4)32 

3)27 
8)32 

9)27 
5)35 

4)28 
7)35 

4)36     6)36     9)36 


Jkssif  Elizabeth  Black. 


-170— 


SUBTRACTION. 


DifinitioiM. 

Temw. 

Principles. 

Signs. 
Operation. 

Proof. 
Rules. 


•  ••< 

•  o#  ®  • 

•  ••(9: 


{  Remainder. 
Minuend. 
Subtrahend. 


'Like  Numbers. 

Grouping. 

Subtracting. 

Borrowing. 
.Remainder. 


The  diarts  on  this  and  the  fol- 
lowing  page  «how  other  schemes 
for  drill  in  subtraction.  Thev  can 
also  be  used  to  equal  advantaise  in 
addition. 

In  a  similar  chart,  under  Addi- 
tion, we  show  how  interesting  les- 
son <  can  be  made  by  using  objecU 
or  i-ictures  of  objecU  instead  of 
figures. 

Rules  and  difficult  temu  and 
definitions  should  never  be  given 
to  beginners,  but  when  it  is  ex- 
plained that  subtraction  is  merely 
counting  one  number  from  another 
they  are  able  to  understand  and 
remember  the  principles  involved. 
In  the  chart  given  the  first  two 
lines  illustrate  all  subtractions  in 
the  table  of  ones,  and  by  contrast- 
ing the  chart  on  Addition  with  the 
one  on  subtraction,  pupils  will  read- 
ily see  the  great  difference  in  the 
operation. 

After  this  chart  has  been  thor- 
oughly gone  over  the  subtraction 
of  figures  will  be  an  easy  matter, 
as  a  elance  at  the  chart  will  show 
that  all  the  various  subtractions  tm 
to  10  minus  lo  are  given. 


-171— 


The  pupil  that  has  taken  the  work  in  Addition  in  connection  with  the 
exercise  here  suggested  can  but  appreciate  the  advantage  of  reciting  the  sub- 
traction work  in  the  same  manner.  The  continual  asking  of  questions  by  the 
teacher  only  creates  confusion  a^d  occasions  unnecessary  noise,  as  the  same 
results  can  be  obtained  by  simply  moving  the  pointer  from  one  exercise  to 
another.  It  begets  order  on  the  part  of  the  pupil  and  not  only  makes  the  school 
work  more  effective  but  saves  the  teacher's  breath  for  an  occasion  which  demands  it. 

If  this  chart  is  before  the  class  pupils  may  be  called  upon  to  recite 
as  the  teacher  points  to  the  different  numbers  on  the  outside  low  and  pupils  may 
recite  in  turn. 

CHART  EXERCISE. 

The  same  scheme  presented  on  the  window  roller  with  slated  cloth,  under 
Addition,  can  be  used  effectively  with  your  beginning  subtraction  classes.  Dozens 
of  problems  can  be  given  which  will  include  all  the  various  subtractions.  In  the 
first  few  exercises  we  would  give  problems  that  would  not  require  any  borrow- 
ing and  the  other  exercises  can  demonstrate  this  feature.  The  special  advan- 
tage in  having  a  chart  of  this  kind  is  the  saving  of  time  on  the  part  of  the 
teacher  in  preparing  the  exercises  every  time  she  takes  a  class  over  such  work. 
This  temporary  preparation  is  the  thing  that  makes  school  work  a  burden  to 
the  teacher,  and  if  these  exercises  can  be  put  up  in  a  permanent  way  so  that 
they  can  be  adapted  for  the  various  grades  of  work  as  reached,  the  teacher's 
work  is  not  only  effective  but  pleasant,  and  will  proceed  as  clock  work,  thus 
giving  a  dignity  which  begets  order  and  system.  Carefully  planned  work, 
arranged  for  permanent  use,  is  sure  to  yield  better  returns  than  hastily  arranged, 
temporary  work,  and  when  prepared  as  suggested  will  not  only  give  better 
returns  but  will  eliminate  the  dust  objectfcn  which  results  from  the  unneces- 
sary use  of  the  blackboard  for  such  exercises. 


—ITS— 


10 

n 

m 

a 

/O 

q 

s 

^ 

j. 

A 

:i 

J. 

5 

13 

II 

t) 

q 

/e 

1 

_3 

-5 

_b 

I, 

i 

i 

• 

J. 

1 

il 

q 

12 

8 

b 

7 

-L 

A 

^ 

J. 

3_ 

1 

5. 

lo 

9 

^^M 

/3 

/O 

8 

9 

IZ 

X 

X 

-1 

J. 

4 

il. 

II 

5 

10 

\l 

15 

13 

14 

-5. 

I_ 

-b 

b 

-1 

Jl 

J. 

10 

S 

14 

// 

13 

lb 

15 

I 

^ 

q 

1 

S 

A 

_k 

\i 

14 

lb 

15 

13 

14 

/b 

9 

h 

J. 

^ 

4 

1 

7 

The  essential  requirement  for  successful  teaching  of  arithmetic  is  a  con- 
stomt  dnil  on  the  fundamentals  until  the  pupil  mastefs  the  suS    We  thbk 

L?  ,n"J'''<P''P?,';^  ^  ^^"^  *'  designed  above  and  will  haveUin  rSdbess 
that  an  opportunity  will  present  itself  frequently  for  its  use     The  ouoik  wfll 

dS.^  ''T'T''  ^""-^  °^  *^'^  '^•"^'  ''"d  the  answers  may  be  |iv«^ta  «" 
t^  *.  *  ^"'^'^  ""'"«?,*  P*''"*'^^-  The  pupils  may  be  called  ufon  to  reSe 
rapidly  and  to  continue  until  a  mistake  is  made  or  the  entire  chart  is  covered 
If  the  answers  can  be  given  readily  to  the  problems  here  suggested  it  w  11  aS^SSt 
tiie  pupil  with  subtraction  and  will  be  a  drill  which  can  &  gone  ov^r  orXwv 
by  many  pupils  considerably  advanced  in  arithmetic.  You  cfn  read  frJStop  to 
bottom,  from  bottom  to  top,  from  left  to  right  and  from  richt  to  left  Tn  .hi« 
practice.  aU  that  should  be^said  or  thought  is^simplj  tSrelStadS  ' 

—173— 


m 


DRILLS  FOR  WRITTEN  WORK. 

Write  numbers  that  can  be  subtracted  from  6  viA  remainders,  at: 

6-0-6 

6— a— 4 

fr-3— 3  1 

6-4—2  .' 

6-5-1 
Write  numbers  that  can  be  subtracted  from  4  with  remainders. 
Write  numbers  that  can  be  subtracted  from  7  with  remainders. 
From  5  with  remainders. 
From  8  with  remauiders. 
From  9  with  remainders. 

iah-6-6 

la—  7-5 
la—  8—4 

I*-  y=3 
12 — 10—2 
12 — II— I 
12 — 12—0 

Make  a  table  of  numbers  above  7  which  can  be  subtracted  from  15  with 
remainders.  < 

Of  numbers  above  8,  from  16,  with  remainders. 
Of  numbers  above  5,  from  14,  with  remainders. 
Of  numbers  above  9,  from  17,  with  remainders. 
Subtract  by  3's  from  21.    From  35  to  20. 
By  2's  from  20. 


By  2's  from  27. 
By  4's  from  36. 
By  5's  from  50. 
By  6's  from  54. 


From  23  to  3. 
From  31  to  i. 
From  38  to  2. 

These  drills  will  fix  definitely  in  the  pupils'  minds  that  subtraction  is  count- 
ing one  number  from  another  and  is,  therefore,  the  opposite  of  addition. 


PRINCIPLES  IN  SUBTRACTION. 

I.  Only  like  numbers,  and  units  of  the  same  order,  can  be  subtracted. 
II.  The  remainder  s  always  like  the  minuend  and  subtrahend. 


PROOFS  OF  SUBTRACTION. 
I.   The  sum  of  the  subtrahend  and  remainder  should  equal  the  minuend. 
II.   Subtract  the  remainder  from  the  minuend,  and  the  difference  should 
equal  the  subtrahend. 

NO  CARRYING. 

Practice  is  necessary,  and  problems  easily  understood  are  the  most  interesting 
drill  to  the  pupil.  For  this  reason  it  is  well  to  give  many  problems  requiring  no 
"carrying,"  that  he  may  become  thoroughly  familiar  with  the  tables. 

CARRYING. 

If  one  step  is  learned  at  a  time,  confitsion  will  be  avoided.  Master  the  tables 
before  introducing  the  "carrying"  process.  A  little  at  a  time,  mastered,  results 
in  interest,  application  and  acquirement. 

—174— 


M«Mptfe«tfeii 


MULTIPLICATION. 


Definitions. 


Multiplication. 
Multiplier. 
Multiplicand. 
Product. 

fFactor. 

Multiple. 

Power. 

Exponent. 

Square. 
LCube. 


( Meaning. 
(Name. 


Written. 
Partial  products. 
Proper  position. 
Adding. 
.Contractions. 


Terms. 

Signs. 
Principles. 

Operations. 

Proof. 

Examples. 

Tables. 


The  preliminary  work  in  addition  and  subtraction  Lis  the  pupil  for  work 
in  multiplication.  As  he  learned  the  forty-five  facts  in  addition  and  the  various 
combinations  in  subtraction,  be  must  now  learn  the  multiplication  tables. 

A  thorough  knowledge  of  these  tabli.  is  absolutely  necessary.  There  are 
only  a  very  few  of  these  multiplications  that  give  the  pupils  troub*',  and  these 
parts  should  be  given  especial  attention. 

Devices  should  be  introduced  so  that  the  drills  will  not  become  monotonous. 

SHORT  WAY  OF  ADDING. 

Show  this  principle  by  means  of  small  numbers  and  mak*  the  applications  to 
larger  ones,  and  the  value  of  multiplication  is  apparent. 

PRACTICE. 

Give  many  problems  with  small  numbet  s  until  the  pupil  is  thoroughly  familiar 
with  the  idea.  Problems  within  the  understanding  of  the  pupil  are  solved  with 
delight  and  enable  the  pupil  to  familiarize  himself  with  the  tables  without  con- 
necting the  effort  with  the  feeling  of  drudgery. 


—173— 


UmamauaaiM  Tamem, 


1 

8 

8 

_4J 

-5J 

i 

JM 

JM 

-2J 

10 

u 

18 

2 

4 

T 

8 

JO 

18 

u 

16 

18 

80 

n 

84 

8 

6 

9 

18 

m 

18 

81 

84 

87 

80 

88 

86 

4 

8 

18 

16 

80 

84 

88 

88 

86 

40 

44 

48 

5 

10 

15 

80 

85 

80 

85 

40 

45 

60 

56 

60 

6 

IS 

18 

84 

80 

36 

48 

48 

64 

60 

66 

78 

7 

14 

81 

88 

85 

48 

49 

66 

63 

70 

77 

84 

8 

16 

U 

88 

40    48 

68 

64 

78 

80 

88 

96 

9 

18 

87 

86 

45 

54 

68 

78 

81 

90 

90 

US 

10 

80 

80 

40 

60 

60 

W 

80 

90 

100 

110 

180 

11 

as 

38 

44 

65 

66 

77 

88 

99 

110 

181 

188 

12 

84 

86    48 

60 

J2. 

84 

J6 

108 

180 

188 

144 

A  very  simple  way  of  showing  multiplication  tables  up  to  la  is  reproduced 
in  the  above  illustration,  and  for  the  banning  pupil  it  might  be  well  for  him  to 
have  a  card  before  him  with  such  exercises  thereon.  It  will  serve  to  acquaint 
him  with  the  results  and  will  save  time  and  wear  on  the  book  in  turning  back 
to  the  tables. 

The  teacher  may  insist  that  she  does  not  believe  in  having  the  pupil  refer 
to  the  tables,  but  such  an  argument  can  be  offset  by  simply  referring  to  the 
pupil's  arithmetic  and  notice  how  readily  it  will  open  to  the  pages  containing 
these  tables  and  the  worn  appearance  of  this  page.  Our  suggestion,  however, 
is  to  use  this  card  only  temporarily  until  the  combinations  are  all  fixed  in  the 
mind  to  use  it  persistently  in  acquiring  this  information  so  that  the  pupils 
will  not  need  to  hold  one  finger  on  the  multiplication  ta!)le  while  they  solve  the 
problems  in  cube  root. 


6xcrie{8(8 

We  give  below  a  few  suggestive  exercises  to  be  used  in  connection  with 
the  study  of  the  multiplication  tables. 

Have  pupils  prepare  lists  of  the  factors  whose  product  will  equal  a  given 
number,  as 

3X  8-24 
4X  6—24 
6X  4-24 
8X  3-a4 

12X 


Have  the  class  make  a  tabic  of  factors  whose  product  is  6o. 
Whose  product  is  36.    72.    20. 

— 17«— 


th^  ISV'^^^J  «»"''""  the  pupils  effectively  on  the  tables  by  simplv  usinir 
table.    The  essential  thing  in  the  mastery  of  these  tables  is  drill,  drill.  drUl 


REVIEW. 

The  figure  in  the  center  is  combined  with  anv  number  as  indiratPH  hv  ♦!,- 

'tdf'LTcUerfrS^^^^^^^    °"'"^n*"-^  ^  -pidly  "ar^po'siiKfthe  J^^^^^^ 

WnallLl'oTSres'irrat'  ^""  """  "'  *''  ^"P"  '"  recognizing%uch  com- 


SHORT  CUTS. 
mastJr.'tfc^'S^  ""i**  ^^"^  ™*!  in  multiplication  before  the  pupil  thorouehlv 

for  m«  1""«'"  '^^  *'*^"  V  P*"^'  °*  '"°  *"d  i.a»  and  the  simple  niles 

SLT  L         .1^^  ^  ^'.''^i'  H"^^'"  °^  9's.  the  multiplying  by  n.  and  o?her™  ke 
rule.,  she       be  understood  by  the  student  in  their  applidtion  to  multipliSui 

— 177 — 


DIVISION    - 


Dfvialon 

Terms. 

Signs. 

Short  Division. 

Long  Division. 

Factors. 

Cancellation. 

Principles. 

Rules. 

Examples. 


Dividend. 
Divisor. 

guotient. 
emainder. 
Prime  Numbers. 
Factors. 


Methods. 
Rules. 


{Definition. 
Process. 
Proof. 
Rules. 

{Reduction. 
Operation. 
Rules. 


Definition. 
Method. 
Signs. 
Analysis. 
LRuIe. 


The  teacher  can  use  this  drill  in  the  same  manner  as  those  shown  before. 
Various  designs  have  been  shown  to  lend  variety  to  the  exercise.  The  usual 
method  of  using  the  drill  is  by  pointing  to  any  number  in  the  outside  circle, 
asking  the  pupils  to  name  the  quotients  for  all  the  numbers  involved  in  the 
drill,  moving  either  to  the  right  or  left.  Change  the  center  number  for  each 
exercise. 

Allow  no  "thinking  out"  results.  The  table  must  be  at  the  tongue's  end. 
Again,  impress  the  importance  of  accuracy.  A  wrong  result  is  worse  than  no 
result.    The  essential  thing  is  to  thi  ik  quickly  and  to  tell  correctly. 

—178— 


v..  0  ^i'(7 


i  5)H5  ;■ 


i,  US 


r  J 


in  th^SllT^^^S'if^S  ?  .^''^■:^  P^^P-^d  as  suggested 

pared  another  chart  on  the  following  nalewLvr'''T  u'  "*"'•  ^e  havf  pre- 
quohent  Of  course,  it  is  a  verTiafv  mItteT  fnJ  ,h'"  '*'?*  *  remainder  in  Ae 
on  the  blackboard  for  temporary^use^biS  ilh/f J^"'  ^^^'^'  *°  ^  reproduced 
of  so  much  value  for  referenc^e  and  for  L^hI^^"  suggested,  they  will  prove 
can  prepare  permanent  charts  of  this  kSd  kSl'lot'  TV''"*  '^  ^^^  t««=her 
be  used  often  when  time  will  not  I«.r^^f  /u  will  not  only  be  a  relief  but  will 
the  blackboard  and  the  cLSon  of^h?n  ^^"^  ^^'^'^ration  of  such  material  on 
can  be  eliminated.  AccuracTa„d  ra^fdrK°"'"^  """7^"'^^  °^  the  dust 
by  the  pupil's  ability  to  give  quotients  af2i,.  division  are  determined  largely 
used  it  will  prove  fasciSgTnred„Sti?nSl:  ""^  '*  '^''  «"*='^«  '^  f«q»e"% 


—179— 


blh  3ia  51i3  m  MM  <?12i  8121 
2!^  5122  9IS3  ma  U5S  312Q  IM  '. 

.422  1123  3125  812b  <1M)  2122  5M3 

IHy  91S5  81S5  310  512]  4Mb  bMl 

^  L|12b  blli  5iii9  81S2  llbO  312S 

Sia  803  MliO  *11!ab  7122  bisa  Mjii3 

812b  2121  m  m  3125  51b2  905 

The  division  on  these  two  pages  is  done  mentally,  and  the  process  is  called 
short  division. 

Drudgery  is  to  be  avoided  in  school  work.  In  all  our  various  exercises  the 
idea  is  to  repeat  the  tables  over  and  over  a|;ain,  and  the  object  in  having  a  great 
variety  of  these  exercises  is  to  give  a  pleasing  nature  to  the  work. 

At  no  time  are  we  sure  that  the  pupil  remembers  the  work  previously  recited, 
and  for  this  reason  it  is  necessary  to  review  constantly,  as  well  c  ■  to  drill.  A 
gradual  growth,  avoiding  confusion,  and  repetition  of  past  pi  oals  until 
thorough  m  their  application,  is  necessary  at  every  step. 


I  I 


—18ft- 


How  many  feet  in  60  inches? 

24  inches? 

90  inches? 

44  inches? 

5^  inches? 

H«»  «.  ***  inches? 

How  many  quarts  in  16  pints? 

aa  pints? 

30  pints? 

36  r'nts? 

48  pints? 
u  is  pints? 

How  many  weeks  in  49  days? 

63  days? 
35  days? 
4a  days? 
|6  days? 

«-._  ^  days? 

How  many  quarters  in  $1.50  > 

•75? 


SOME  ORAL  EXERCISES  IN  DIVISION. 


What  is  a-7ths  of  49? 
ai? 
63? 
35? 

„„  84? 

What  is  3.5ths  of  30? 

45? 

IS? 

55? 
as? 

60? 


a^as? 
3X»? 

1^5? 
3.75? 


How  many  yards  in 


How  many  nickels  in  65  cents? 

40  cents? 

35  cents? 

60  cents? 

75  cents? 

45  cents? 
IS  feet? 
ao  feet? 
33  feet? 
37  feet? 
36  feet? 

How  many  dozen  in  60? 

84? 

72? 

108? 

96? 
u  48? 

How  many  dimes  in  $1  20? 

.60? 
3-00? 
3.50? 

70? 

What  is  s^ths  of  16?°°^ 

40? 

32f 
48? 

34? 

What  is  4-9ths  of  36? 
37? 
45? 

73? 

18? 


LONG  DIVISION. 


"Jl  be  csnlv  effecKd.  ""ro<"«ctioii,  step  by  step,  of  each  new  feature, 

EXERCTSES. 

,  ^rn;"£^t4]5^T4ThA"*^s"«''^- 

figures  is  divisible  by  4.  ^  ^  *''"'  *'  ""™'*'  expressed  by  the  last  two 

Any  number  ending  in  o  or  «  is  divUikU  i«,  - 
Any  number  is  divilible  by  3  tL  the  s"m  n*^.;  ^.  .     . 

oy  3  wnenjhe^sum  of  its  digits  is  divisible  by  3. 


i^n 


FRACTIONS. 


Kinds. 


Fomu). 


Value. 


Terms. 


Operation. 

General    Principles. 

Rules. 

Examples. 


I  COQUBOIIa 

iDednal 

{Simple. 
Compound. 
Complex. 

{Pijper. 
Improper. 
Mixed 


/•Numerator. 
Denominator. 
Integers. 
Prime. 
Composite. 

Least  Common  Multiple. 
.Greatest  Common  Divisor. 

Addition. 
Subtraction. 
Multiplication. 
Division. 
Ratio. 
L  Reduction. 


By  the  use  of  objects  pupils  will  readily  grasp  the  idea  of  halves  and  thirds 
and  by  careful  presentation  they  will  sec  that  1/3  is  smaller  than  t/i.  After 
these  relations  have  been  developed  in  the  child's  mmd  it  is  quite  another  thing 
to  teach  him  the  expression  of  these  parts  with  figures  and  the  mathematical 
conibtnations.  This  should  be  developed  gradually.  No  guessing  results  should 
be  permitted;  no  special  emphasis  laid  upon  rules,  but  a  careful  expression  of 
the  known  in  the  symbols  of  the  unknown. 

Quite  a  few  suggestive  exercises  have  been  shown  and  suggestive  dnfls 
giveiT  With  such  help  and  the  use  of  objects,  pupils  should  not  only  learn  to 
get  answers  but  to  understand  the  subject  fully.  

We  stated  in  the  study  of  the  fundamental  operations  that  a  thorough  under- 
standing of  them  would  enable  the  pupil  to  handle  t^e  more  advanced  opera- 
tions «uccessf«llv.  and  it  is  now  op^^rtune  to  emphasize  the  Mcessfty  of  a 
thorough  understanding  of  fraction  order  to  hope  to  be  efficient  ra  the 
understanding  of  percentage  and  the  subjects  to  foltow. 

—182— 


{ 


e 


i 


^^:^^\^\\mmmm 


3> 


1„  * ,  ^   *   *  *   ^   t    i 


','/<>/////. 
;\\^^>^. 


n\\\W\\^ 


/////////. 

:^\\\\\ 


\v\\\\\\\ 


//y/:>^<^ 


We  g,ve  a  few  exerci«,  of  the  many  which  can  be  developed  hy  thi.  device: 

1/3  t«  eqtial  to  how  many  cjths? 

a/3  eq««ls  how  many  gths  ? 

»/3+'/9  equals  how  many  Qths? 

a/3  is  how  many  more  than  5/9? 

Which  is  greater,  4/9  or  1/3? 

a/3+7/9—  how  many  gths? 

6/9—  how  many  jrds? 

6  5/9  36  8/9 

»  »/3       —  7  a/3 


RULES  FOR  REDUCTION  OF  FRACTIONS. 
Whi^I!.»5'5l*  1  ^«*.™J"  in  the  reduction  of  fractions- 

^'|>^Stt%Sr3LrnVc^^^^^^^^^^    -  '^'^  'y  the  same  num- 
each^^  rfrSjrredted^rr^^^^^^^^^^  ^^'^'^  -  P^-  to 

^^l^^^^r.rSS:'^^^:^^^^  ^^^n,  ^.U  numerator 

deaomSSrb;7he'S'ni°m£;f "  ''""'  ""^  """^P'^-^  «»*  «"™erator  and 
^^  An  unproper  fraction  is  reduced  by  dividing  the  numerator  by  the  denomi- 

tiutl^^rJ'TSo'qJ^SJ'^^^^^^^^       fnZ";^"*^'  ^''^^''"^  -"^-t^nd 
frataon  anrv     3  each  P«s«nted,  and  to  detennme  which  part  of  the 

1.  Ho\    iarge  are  the  parts? 

2.  How  many  parts  are  taken  ? 

—183— 


Pttf  ilt  may  readily  be  impreMcd  with  the  comparative  tiic  of  the  different 
fractioiif  by  exercises  as  suggested  above.  They  can  ewily  see  that  there  are 
two  halves  in  one;  that  it  takes  4/4  to  eooal  one  and  8/8  and  16/16.  Since  the 
teacher  tmderstands  these  facts  she  should  not  pass  over  them  too  rapidly,  but 
many  easy  exercises  may  be  developed,  ahowing  just  bow  many  i6ths  in  1/8. 
in  i/4>  in  i/a. 

How  many  8ths  in  1/4?    In  i/a? 

How  many  4ths  in  i/a? 

Various  other  questions  may  be  asked,  such  M 

How  much  larger  is  i/a  than  1/4? 

How  much  larger  is  1/4  than  1/6? 

How  much  larger  is  3/4  than  5/8?    3/8? 

1/8  is  equal  to  how  many  i6thsf 

0/16  is  bow  much  larger  than  1/4? 

3/16  is  contained  in  0/8  how  many  times? 


I/a 
+1/4 


7  I/a 
—3  »/4 

63/8 
+a  5/»6 


+3  7/8 


-:'4 


EASY  EXERCISES. 

I  1/8  I/a 

+a  1/4  —3/8 


5/8 

+1/4 

9  I/a 
—5  3/4 

34 

7  1I/I6 

3 1/16 

-1  3/8 

3  7/8, 
+1  13/16 

575/8, 
—46/16 


+5/8 

15/16 

+J/4 

a3  3/8 

9  1/4 


5  I/' 

+a& 


^ 


^i'/ji 


35/16 

— t  7/4 

ai  a/4 
—14  I/a 


i 

i 

i 

i 

i 

it. 

i 

i 

4 

-+- 

' 

— Vi 
■to 

VT"   ■ 

Have  fourths  compared  with  thirds,  eighths,  tenths  and  twelfths. 
Story  problems  should  be  used  freely  to  illustrate  and  make  plain. 
Every  step  should  be  illustrated  with  objecU  or  drawings.    Cardboard  disks 
can  be  easily  supplied. 

—184— 


"2" 

1/5  equals  how  many  aothi?  ^^^iiw. 

i/a  equals  how  many  aoths? 

now  many  5*8  in  l6/ao? 

3/5  equals  how  many  aoths? 

1/4  equals  how  many  aoths? 

1/5  equals  how  many  aoths? 

1/4  |»  j»w  much  larger  than  i/j  ? 

i/a  |a  how  many  aotiu? 

3/5  is  how  many  aoths? 

Ifow  many  more  aoths  in  3/5  than  in  i/a? 

Which  18  greater.  4/5  or  3/4?    How  much? 

Since  5  .9  larger  than  4,  why  is  not  1/5  larger  than  1/4? 


6  a/5 
i/a 


14  1/5 

-7  3/4 


9  1/4 
-63/5 


7  9/ao 
■4  3/4 


ao4/S 
~7  1/4 


39 


V5 


13  3/5  16  3/4 

-6  7/ao        -3  4/5 


6  I/a 
—3  3/4 


I  17/ao 

-3/4 


—186— 


The  illustration  given  below  gives  the  different  stages  in  the  reduction  of 
fractions.  This  enables  the  pupil  to  tell  at  a  glance  how  many  twenty-fourths 
are  equal  to  one-eighth;  the  number  of  sixteenths  in  one-half,  etc.,  and  from 
closer  study  fix  definitely  the  relative  size  and  value  of  the  fractions  contained 
in  the  unit  or  whole  number. 

We  suggest,  in  connection  with  this  illustration,  that  the  teacher  write  dx- 
ercises  on  the  board  reducing  to  lowest  terms  such  fractions  as 

72/128  63/90  96/144  90/105 

Many  examples  can  be  made  from  this  diagram  comparing  in  size  the 
different  fractions  found  in  it.    We  give  a  few  to  illustrate: 

Change  3/6    to  8ths.      1/2  to  i6ths. 

Change  6/24  to  8ths, 

What  is  16  times  the  difference  between  3/16  and  3/6? 

What  is  24  times  the  sum  of  5/6  and  3/4? 

What  is  1/2  of  5/6? 

What  is  the  comparative  value  of  5/8  and  15/24? 

How  many  6ths  in  1/2? 

How  many  i6ths  in  1/4? 

How  many  i6ths  in  5/8? 

How  many  24ths  in  2/3? 

How  many  4ths  in  9/12? 

How  many  3rds  in  16/24? 

1/2  is  how  much  larger  than  3/8? 

2/3  is  how  much  larger  than  1/6? 

5/6  is  how  much  larger  than  1/3? 

How  many  I2ths  in  1/3? 

How  many  24ths  in  3/16? 

How  many  8ths  in  3/4? 

How  many  i6ths  in  1/2? 

How  many  6ths  in  8/12? 

How  many  i6ths  in  3/4? 

5/8  is  how  much  larger  than    6/16? 

3/4  is  how  much  larger  than  10/24? 

1/4  is  how  much  larger  than    3/16? 


-186— 


Ocdmile 


» 

» 

Pure. 

Classes. 

Mixed. 
,  Complex. 

1     Decin:al 

Reduction. 

r««c:!ois. 

Decimal  point 

Operations. 

Additirn. 
Subtraction. 

Multiplication. 

Division. 

Cancellation. 

DECIMALS,      j                               1 

Fractional. 

Percentage. 

Equivalent. 

Signs. 

Value. 

Circulating 
Decimals. 

Definition. 
Principles. 
Reduction. 
Operations. 

General  Rules. 

Examples. 

DECIMALS. 

of  ^!^r^^7^^S.tfo{':rS:St'V''S  ^"'"«''  understanding 
study  of  decimal  fraSs  We  wiU  ^ntl.  ^*^  *^-'I!  '^"'Phasized  in  th! 
subject  and  by  calUne  attention  fo^n  .1  ^  *  ourselves  with  an  outline  on  this 
of  decimals,  leavSg^to  thrpunil  thT^^^^^^^  the  development  of  the  division 
decimals  from  the  t«t  book        ^  development  of  the  other  subjects  in 


DIVISION    OF    DECIMALS. 

togiJ:  ilSt^;?ro?ieS:  s^:%:us^^ij^:^  '^'r  °^  ^--'^• 

>s.to  point  the  result  correctly.^  So  SS^' as  the  nlnT^  'Z^'^'^.f^  *'«  »^« 
principles  and  solved  the  problems  ron^nedinthi^P-L''*'.'^^"  ^""*<*  o°  the 
as  suggested  belo^  will  sCw  vTrySr^Jhettr  th?r^l'  '  ^^^^  .^^""« 
oughly  the  "point"  in  question     A  alanJl,*  »u  '  P^P''  understands  thor- 

that  no  technical  divlk,nT?«uired  asVe  =n!  ^"^TgesUve  chart  will  show  yo« 
prefixed  or  annexed.  If  yoKr^tteuSt  ?s  Thit' th"'"'^  '■  ""'^  *^  '='P'^ 
for  the  pupils  in  your  class  we  suV^?  fhlf  the  exercise  is  too  simple 

will  be  surerised  at  the  resuir  Ev^n  L,r  /°"  '".•""!*  '*  *°  ^^em  and  you 
will  be  confused  with  this  exercise  and  .^Z  o  T'  ^'"^^"  °^",  '"  arithmetic 
cent  if  given  but  a  few  minTrfn  twcirKke^tTe  S!S  "^^  °^*^  *^  ^ 

—187— 


Teachers  should  be  supplied  with  some  sort  of  a  duplicating  machine,  as 
they  can  be  secured  at  a  nominal  price.  A  sufficient  number  of  copies  of  this 
exercise  can  be  prepared  for  class  use.  The  teacher  should  prepare  the  answers 
before  class  time.  The  pupils  should  exchange  papers  and  grade  thein  while 
the  teacher  reads  the  answers.  The  entire  exercise  need  not  take  ten  minutes 
and  will  prove  an  eye  opener  to  the  class.  We  call  especial  attention  to  the  net 
that  no  two  of  the  problems  are  exactly  alike. 

V005  SOOinQ        30J30Q       yj.j 


.05J.3 


■^(^0)  3.        .03)30 


.005)500       50)3         ?,).^0         300J3OO 
?J3  .3J.05         .003J.005      MSll. 


30)30         O  3/003      .00515. 


,i)d 


003)50 


S00J05       .3). 5         .03)05       MlMl 


JiOi    .300;. 3        003)3 


n03;.03        .50/3      50Q/003        .n3;300 
.^/0Q3        .5)500      3)50  30).  03 


—188— 


If 


Definitions. 

Signs. 

Operation. 
Examples. 


I^ongftiMk  and  Oim 

Longitude. 

.  Latitude. 

{Number. 
Meaning. 

{Method. 
Rules. 
Principles. 


{How  reckoned? 
How  measured? 


LONGITUDE  AND  TIME. 


mMmmm 

■"-ijjjf^— 


impress  the  pupil  that  every  hour  of  time  is  equal  to  15  degrees  of  longitude  and 
since  the  divisions  of  the  hours  and  longitude  correspond  in  number  and  name 
we  think  any  pupil  will  readily  grasp  the  idea  that  to  change  longitude  to  time 
only  necessitates  a  process  of  division,  and  to  change  time  to  longitude  the 
reverse  operatioi .  .' 

With  the  dii  p;ram  above  we  suggest  that  the  pupil  be  drilled  thoroughly  in 
the  mental  reduci  an  of  'he  one  to  the  other.  We  nave  made  this  representation 
very  simple  since  -ay  meridian  represents  one  hour  of  time  and  15°  of  longi- 
tude. 

A  very  few  minutes'  drill  will  enable  the  pupil  to  reduce  to  time  the  distance 
between  15°  West  longitude  and  45"  West  longitude.  This  can  be  continued 
until  you  have  made  the  half  circuit  of  the  globe.  We  should  then  reverse  the 
operation  by  taking  15°  West  longitude  and  1$'  East  longitude  and  noting  that 
it  is  necessary  to  add  in  order  to  find  the  difference  in  degrees,  while  in  the 
previous  problems  it  was  a  process  of  subtraction.  We  can  then  ch.>nge  the 
problem  from  30°  West  longitude  to  30°  East  longitude,  continuing  the  addition 
process  until  the  principle  that  East  and  West  longitude  must  be  added  in  order 
to  find  the  difference  is  definitely  fixed  in  the  pupil's  mind. 


A  d^jee  of  latitude  in  the  Polar  regions  is  about  69.3  miles  in  length,  in 
middle  latitudes  about  69  miles  and  at  the  equator  is  68.73  miles. 

A  degree  of  longitude  is  69.16  miles  k>ng  at  the  equator;  65  miles  lone  on 
the  20th  parallel;  about  53  on  the  40th;  about  35  miles  on  the  60th  and  -wout 
12  miles  on  the  80th. 

Most  countries  have  their  own  prime  meridian  of  tongitude;  the  one  for 
the  United  States  passing  through  Washington,  while  that  of  England  pas^^es 
through  Greenwich.  Longitude  is  generalnr  reckoned  from  Greenwich,  cadi 
degree  of  longitude  being  1/360  of  uie  earth's  circumference. 

—190— 


Western  or  Pacific  time,  120  degrees 
from  east  to  west. 

The  business  month  is  ordinarily  fignred  at  30  days  and  the  busir 


es;  Mountain  time.  105  degrees,  and 
Ine  time  is  one  hour  latei  for  each  belt 


360  days 

yeJ^^VTt:  &iX;I  '^'  ''  •"'""'- ^"^  51.6  seconds, 
divisible  by  400. 


ness  year  at 


All 


years,  except   centuries,   which   must  be 


WITH  A  CLOCK  SHOWING  MEAN  TIME  AT  THE 
FOLLOWING  PLACES : 


Athena  

B«rU«    

Bombar 

^>i«ton  

Ct.catU    

CoBitaBUoopIc  .'.'.'.' 

Dablin  ..... 

Kdlnbargii 

Olaacow 

Jernaalem   


*0?  ftdlowinc  3«y. 


MCAIf  TIlfK, 

-srsr — 
fl  35  p 

s  54  p 

9  51  p 
0  IB  p 

10  B4  p 
6  14  p 

11  10  • 
6  66  p 
4  85  p 

'    -JP 
■   :3  p 

21  P 


Lisbon   

London,  Eng 

Madrai    .7?.... 

Madrid    , 

Melbourne,  Anst., 

Montreal    

Moscow    

New  York 

Paris 


Pblladelphia 
PeklB.  China. 
Qoebec 


I     h.  m. 

4  23  p 

5  00  p 

10  21  p 

4  45  p 
•2  40  a 

0  08  p 
7  30  p 
0  04  p 

5  09  p 

11  59  a 
•0  46  a 

0  15  p 


lUKANTIMI. 


Rome    

Rotterdam   

Ban  Francisco. . . 
St.  Pptersburg. . 
8t.  John's,  N.  F. 

Sues    

Sydney,    Aost. . . 

V  lenna    

Vancouver    

Vlc'orla.  B.  C. . . 
Winnipeg   


h.  m. 
5  fiO  p 

5  18  p 
8  60  a 
7  01  p 
1  29  p 

7  10  p 
•8  05  a 

6  05  p 

8  48  a 
8  47  •' 

10  82  a 


—191— 


Calendars  are  so  common  that  every  child  is  familiar  with  them  and  can 
readily  become  interested  in  the  study  of  them.  In  addition  to  this  it  is  common 
now  in  primary  schools  for  the  teacher  to  have  the  calendar  for  the  current 
month  displayed  on  the  blackboard.  By  making  use  of  these  means  the  pupil 
will  readily  become  familiar  with  the  days  of  the  week,  the  months  of  the  year 
and  with  the  number  of  days  in  each  month. 

Various  exercises  can  be  conducted  that  will  not  only  create  an  interest  for 
the  pupil  but  will  be  profitable  as  well.  Pupils  will  be  interested  in  finding  out 
on  what  day  of  the  week  the  next  Fourth  of  July  will  occur  or  their  respective 
birthdays,  holidays,  etc.  The  pupils  should  be  led  to  distinguish  between  the 
day  of  the  week  and  the  day  of  the  month  and  with  the  use  of  the  diagrams 
shown  they  can  readily  acquaint  themselves  with  the  seasons,  quarters,  etc. 


A    FEW    SUGGESTIVE    EXERCISES. 

How  many  weeks  in  a  year? 

How  many  days  in  a  week  ?    Name  them  in  their  order. 

How  many  months  in  a  year?    Name  them  in  their  order. 

How  many  months  have.  31  days? 

On  what  day  of  the  week  does  Decoration  Day  fall  this  year? 

Is  27  days  longer  than  4  weeks  ? 

Which  is  nearer  the  exact  length  of  a  month,  4  weeks  or  5  weeks? 

How  many  days  in  two  weeks? 

On  what  day  of  the  week  will  your  next  birthday  occur? 

Remembering  the  addends  of  7  and  the  day  of  the  week  for  the  first  of  the 
month,  one  can  readily  locate  the  present  day  of  the  month.  This  will  be  of 
much  help  to  you  and  will  frequently  enable  you  to  give  the  day  of  the  month 
when  you  would  otherwise  be  unable  to  do  so.  We  are  nearly  always  able  to 
determine  whether  this  is  the  second,  third  or  fourth  week  of  the  month,  know- 
ing approximately  the  date.  If  we  remember  that  the  first  day  of  the  month 
was  Monday  and  it  is  now  Tuesday  about  the  last  of  the  month,  we  only  need 
to  repeat  8—15 — 23 — 29.  and  we  know  that  Monday  was  the  29th  and  th.<jt 
today  would  be  the  30th. 

— IM— 


Ti,    «      .■  .        GREGORIAN  CALENDAR. 

forth  every  seventh  day  as  a  d^y  of  rest  ^"^^  °^  ^°''=''  "^*^"« 

systeS^f XrningVeTeioSs  ''T'hfn  ^"^  J''^  ,^T^"^  ^»  ''^^  ''iff-ent 


common  years, 


the  Julian 
centuries,  not  divisible  by  40o"'a"s~i;i)'"r&^"';,C^^"' iT^'u  '"?  exception  c ' 
not  divisible  by  four.  a.?^cffi  com^n  y^/s/^'  ^^''^'  ^'"^  ""  °'^" 
ORIGIN  OF  NAMES  OF  MONTHS. 


years 


January 
February 
March  , . 
April  . . . 
May  , . . . 
June  . . . 
July 


fc, The  god  of  the  year. 

Mar?     n'^'^l  '^*''^*'  °'  expiation. 

V^^**^*   God  of  war. 

Apenre  (to  open) ....  Budding  month 

^^**'«  Daughter  of  Atlas. 


l!ii' 


{"11° Sistei-  and  wife  of'  Jupiter. 

■i"."*"./  ■ In  honor  of  Julius  C*sar. 

In   honor  of 

October   .........■■■  oiito  " l^"?"^^  ""^^^ 

November   '.'.'.'.iiZm Iff '"^f' 

i i«^«-.fc^-  i»  -  ""   iSiinth  month. 


August    Autnistus t     u"^  »*  J"1'Us  Casar. 

September Septem      i"   ^°T  °f  Augustus  Gesar, 

n^t„v.-  £cprem  Seventh  mnnfh 


^•^«nber   Decern 


—193— 


Tenth  Month. 


;ii; 


Mff  ^MVTff^ 


THl»0   9«/Wi 


Surveyors  and  engineers  usually  measure  with  steel  tapes  generally  lOO 
feet  long,  divided  into  feet  and  fractions  of  a  foot. 

A  hand,  used  in  measuring  a  horse  at  the  shoulder,  is  equal  to  4  inches.  A 
span  is  equal  to  9  inches. 

A  Gunter's  Chain  is  4  rods  or  66  feet  long  and  consists  of  100  links. 

A  knot  is  equal  to  1. 15  common  miles  and  is  used  in  measuring  distance 
at  sea. 

A  square  for  measuring  floors  is  equal  to  100  square  feet. 

In  order  to  survey  a  piece  of  ground  it  is  first  necessary  to  find  some  comer 
stick  or  rock  from  which  to  start.  This  being  found,  the  Une  is  then  run  accord- 
ing to  an  official  chart  until  the  particular  subdivision  is  located, 

—194— 


«q«' to  3^53  square  yards.  ^^  ^      *  y*™'  *"<•  »"  a"*  in  Prussia  it 

U.  'X^S^r^S^t^TaS^ijiS^        town  .0,  .uUip, 

1/3  of  an  acre  ejuals  a  ^Juare  of  land  2  f^/l  tl  ^h  ^*^- 
l/a  of  an  acre  equals  a  square  of  land  il?  , /f  *  f  '^^^  **y' 
I  «cre  equals  a  ^.are  of  l2nd  LS  7/T0  fiYel^h  w^."*^  **y- 


articfcoTn^Jg  '»  ""<>  »  weighing  such  articles  as  grains,  fruits  and  aU 
for  MsZS^""^  ''''"  ^'""'  "'"'"°"  't  ^«  ««''tomary  to  use  measures 

of  tSi:T''2  s'SrtftiSs"*carbe"'°''*'^^  r  «/^^  •'^ '-  -  ™<«t 

the  Wrights  used  in  their  own  suS''''  "*"  *^  P"=P"«^<1  and  pupils  should  learn 
0?e  Sel  Sf  S^if.  *^^*'  *°  y^°-^  <:"hic  inches. 

bushels  are  equal  to  about  33  of  ours  '^^        ^  '"'=''"'  "^  'hat  32  English 

biidroheit  sVponnis;  ^^  *    ■"""'''•  """  ""  '>"■■  "!>  70  PJumls,  and 

.  burtd^-la;:!"^ *  '"'^'  "  'WW  co™ or  »,  «,„,  »ough  .«  ™.k. 


—195— 


ii-:-:y<y-: 


_J 


One  gallon  is  equal  to  231  cubic  inches. 

One  cubic  foot  of  water  is  equal  to  6p.  1/2  pounds. 

A  teacup  holds  about  4  fluid  ounces. 

A  tablespoon  holds  about  1/2  a  fluid  ounce. 

A  teaspoon  holds  about  i  fluid  dram. 

In  taking  up  liquid  measure,  it  is  an  excellent  plan  to  have  gill,  pint,  quart 
and  gallon  measures,  where  possible,  and  teach  by  actual  demonstration  in  con- 
nection with  the  tables. 

Commence  with  the  gill  and  let  the  pupils  see  how  many  gills  it  will  require 
to  fill  a  pint  measure,  continuing  in  like  r  •'ner  with  the  other  measures  and 
at  the  close  of  the  recitation  have  the  pupiL  .lake  a  list  or  table  from  memory, 
based  on  the  facts  learned  from  observation.  Have  the  children  tell  bow  many 
liquids  they  know  of  which  are  measured  in  this  way. 

— 1»6-- 


CUBIC   MEASURE. 

r^^^^ip'1^^^^^  JJicknc..    The  use  of  objects  is 

stantly  used  to  makr;  every  st?p  clear  H^h°^  *'".*,  '^^i'^^*  ""d  should  lie  con? 
ough  «udy  of  fractions  and  icima  ,  li  .  e  ,,^"P'  *  ''"^'^  "'"'^ly  "lade  a  tS- 
chan.cal  operations  involved     itL  aL    ,  ?  ^"'""°"  ""''  ^e  paid  to  the  mJ- 

meii'bwh  '^'""IT-  ''"»  'h'^  -ou  d  t"  ou'nri":"^h^  "'^  P"P"  »°  ~'"^  t 
inent  by  the  use  of  d  aerams  liki.  th»  r^,,-    .lounci  a  much  more  easy  accomnlinh 

the  number  of  cubic  ffJ?Tn  a  ya  5  an^fiTT  ''^'"'  *''''=''  *"'  readinS  ate' 


—197— 


Distilled  water  is  the  unit  by  which  the  standard  of  weight  is  determined. 

A  long  ton,  which  is  used  in  weighing  coal  and  merchandise  in  large  quan- 
tities, is  equal  to  2,240  pounds. 

One  pound  Avoirdupois  weight  equals  7,000  grains. 

One  pound  Troy  weight  equals  5,760  grains. 

A  carat  is  used  in  weighing  diamonds  and  is  equal  to  3  1/5  graijis  Troy 
weight. 

The  fineness  of  gold  is  also  determined  by  the  carat,  the  standard  punty 
being  .9  pure  to  .1  alfoy,  the  alloy  being  of  pure  copper. 

A  firkin  of  butter  weighs  56  pounds. 

/i  barrel  of  flour  weighs  ig6  pounds. 

A  barrel  of  beef  or  pork  weighs  200  pounds. 

A  barrel  of  salt  weighs  280  pounds. 

A  cask  of  lime  we^hs  240  pounds. 

A  ktg  of  naiis  weighs  lOo  pounSs. 

A  pint  of  water  we^hs  about  i  pound. 

— 19»— 


fkmntagc 


Symbol. 
a      % 

4  %. 

5  %= 

10  %. 

11  i/9%- 
la  1/3%. 
14  2/7%- 
162/3%, 
20  %- 
35  %- 
33  I  3%- 
50       %- 


TABLE  OF  EQUIVALENTS. 


_       Written. 

—  a  per  cent" 
"4         per  cent- 

-  5  per  cent: 
"lo  per  cent- 
"II  1/9  per  cent= 
■lii  i/a  per  ccnt- 
■142/7  per  ccnt= 
■162/3  per  cent- 
■20  j)er  cent- 
'25  per  ccnt- 
•33  13  per  cent= 
50        per  cent— 


I^cimal.  Common  Fraction. 
".oj  —  a^ioo—i/y, 
-.04  .  4/100— 1/25 
=.05  —  5/100=1/20 
-.10  —  10/100— f /to 
=.  1 1  I  /9—  1 00/900=  I  /q 
-.12  r/2-  2S/20O-I/8 

'•  14  2/7— 100/700— 1/7 

■.162/3=  50/300=1/6 

■.20         —   20/I00— 1/5 

■•25     —  25/100=1/4 

•33  i/3'~ioo  300—1/3 
■SO      —  50  roo=i/a 


PERCENTAGE. 


What  per  cent  of  300  is  50? 
iai/a%-,/8:     630x8-5^2 


—19ft- 


Or  find  what  fractional  part  of  the  number  is  given, 

I  %  of  the  number  is  630-7-12  1/2  or  504.  100%  .vill  be  50.4X  100  or  5040. 

Or  divide  the  given  number  by  the  number  denoting  the  rate  of  per 

cent,  as — 
450  is  10%  less  than  what  number?  i 

450—90%  of  the  required  number.     i%'=45CK-90  or  5.     100%  will 

equal  500. 


A 

B 

C 

D 

E 

F 

3 

74- 

13 

8 

.05 

2li 

I 

i 

.50 

f 

40 

1 

.37i 

n 

i 

.33i     f 

.60 

1 

62i 

in 

i 

.66i 

J 

.80 

t 

.87i 

12 

i 

.25 

i 

.161 

1 

08i 

Y 

i 

.75 

1 

.83i 

h 

.06i 

m 

i 

.20 

* 

.I2i 

h 

181 

Or  450—9/10  of  the  required  number,    i/io— 1/9  of  450  or  50. 
10/10  will  equal  50X10  or  500. 

The  table  given  here  can  be  used  in  any  number  of  combinations  and  shows 
at  a  glance  the  decimal  equivalent  of  the  different  fractions  given. 

One  exercise  can  be  given  by  multiplying  the  figures  which  are  lettered  by 
the  figures  which  are  numbered.    For  instance: 

To  multiply  II  by  D,  means  that  all  figures  in  line  II  are  to  be  multiplied 
by  8. 

To  divide  IV  by  C  means  that  all  figures  in  line  IV  are  to  be  divided  by  13. 

This  can  be  used  in  subtraction  and  addition,  and  will  be  the  basis  of  many 
interesting  lef  sons  in  this  important  department  of  arithmetic. 

After  the  pupil  has  studied  the  first  exercises  in  percentage,  we  submit  the 
following  list  of  questions.  It  will  be  noted  that  there  are  but  two  numbers  used 
in  these  problems.  It  will  also  be  noted  that  no  two  problems  are  expressed 
exactly  the  same.  If  the  pupils  can  perform  these  operations  readily  there  is  no 
question  but  that  they  understand  the  subject  which  they  have  been  studying. 
If  they  cannot  give  these  answers  promptly  it  is  only  evidence  that  they  need 
to  give  more  time  to  the  principles  involved,  and  the  more  thoroughly  these  prin- 
ciples are  mastered  at  the  beginning  of  this  subject  the  more  readily  will  they 
grasp  the  various  applications. 

—200— 


As  in  the  division  of  decimals  the  all  I'mnm^..*  *  ^ 
not  the  review  of  the  subject  of  dfv  sfen  soTw?cenS^?-f ''"  "?*  P"'"*  ""^ 
review  the  fundamental  operations  but  to  mSl^^V^  "  ""^  important  to 
m  percentage,  We  think  this  can  be  more  easnracco„ntehL"K''P'^?  '"^°'^<^d 
numbers  and  in  that  way  the  fact  can  be  emphaLed  '^"'  ^^  "''"»  """P'e 
SOME  EXAMPLES  IN  PERCENTAGE. 

^i»  10%  of  whut  nnmberf 

^^t  i.  H%  of  io%r 

What  nufflber  i.  10%  „ore  than  Ui 
What  «  H  len  than  10%  f    "^  '»' 
10  more  than  %  u  whatf 
'Wc  of  10  i«  what! 


mil 


What  i«  H%  of  lOf 

What  U  10  times  H%f 

%  more  than  10%  is  whatf 

%  less  than  10%  is  whatf 

What  per  cent  of  10  is  %f 

How  mur  per  cent  more  than  %%  is  10%  f 

%%  u  how  many  per  cent  less  than  lOf 

10  la  %  of  what  number  f 

Of  what  does  10%  equal  %f 

W  is  %%  more  than  what  numberf 

What  is  %%  more  than  lOf 

What  is  10%  less  than  %f 

%%  is  what  per  cent  of  10%  f 

10%  is  how  many  per  cent  more  than  %%f 

Of  what  number  does  %  equal  lOf 

What  per  cent  of  %  is  10%  f 

10%  is  how  many  per  cent  more  than  %%f 

%  JS  10%  less  than  what  numberf 

What  number  is  10  more  than  %f 

What  is  %  more  than  10%  f 

10%  is  %  of  whatf 

%%  leas  than  10%  is  whai. 

10  times  %%  is  whatf 

10%  more  than  %%  i,  whatf 

What  is  %  more  than  10%  f 

10%  less  than  %%  is  whatf 

Of  what  number  does  10%  equal  %%f 

How  many  per  cent  less  than  10  is  %f 

10  IS  %%  less  than  what  nnmberf 

What  is  10%  of  %%f 

H  less  than  10  is  whatf 

What  per  cent  of  10%  is  %%f 

7,°^  ."""y  P«  cent  more  than  %  is  loi 

H%  is  10  times  whatf         ""  ^  "  "» 

10%  is  %  more  than  whatf 

What  is  %%  less  than  10  f 

How  many  per  cent  more  than  %  i,  lOf 

%%  of  10%  U  whatf 

%%  is  how  many  per  cent  less  than  10%  f 

What  is  10%  more  than  %f 

%  «  10%  more  than  what  numberf 
10%  is  %%  lew  than  whatf 
What  per  cent  of  %%  is  io%f 
What  is  10  more  than  %f 

Wh^t'?.'*!'n'L""y,  P"  "*"'  '«"  ">•"  10% » 
What  is  10%  of  %f 

10%  len  than  %  !«  whatf 

%  more  than  10  is  whatf 

What  U  %  of  10%  f 

10%  is  %%  of  whatf 

What  number  is  %%  more  than  JOf 


10  is  what  per  cent  of  Hf 
^%  i»  10%  more  than  whatf 

What  is  %%  lea,  than  10%/ 
%  of  10  is  whatf 

What  number  is  %  more  than  lOf 
H%  more  than  10%  i,  whatf 
How  many  per  cent  less  than  10%  i,  14%, 
10  IS  how  many  nor  i>ai.t  _       .^        ^%f 
in..t  1    ,n  ..  '  P*'  **"*  ""ore  than  Uf 
What  is  10  times  %f  '^' 

10%  is  %  less  than  whatf 

%  IS  10  more  than  what  nnmberf 

What  .s  10%  less  than  %%f 

JO  IS  %%  of  what  numwT 

%  IS  what  per  cent  of  10%  f 

%  IS  how  many  per  cent  less  than  lOf 

10%  mo«  than  H  i,  whatf  ' 

What  per  cent  of  %%  j,  io%, 

What  IS  %  of  lOf 

%%  less  than  10  i.  whatf 

10%  ,s  %  more  than  whatf 

■%%  IS  10%  less  than  whatf 

Of  what  number  does  10  eqnal  U%f 

What  is  H  less  than  lOf  ^^ 

10%  of  %  ia  whatf 

^at  is  H  more  than  lOf 

10  iT^*  T^^.^°"  ^  «"»'  10%f 
10%  i,    rr  *'^°  "''•'  """berf 
J0%  is  what  per  cent  of  U%t 

What  1, 10%  ^^^^%; 

Wh  »  . Vi"'*"'''"*  """nberf 
What  is  10%  more  than  %%f 
What  per  cent  of  %  j,  jq, 
%  0'  10%  is  whatf 
What  is  H%  more  than  lOf 

"^  "  T*""*  P*'  •='"'*  0'  Hf 
?°  "  %  '««"  than  what  numberf 
10%  of  %%  ig  whatf 
H%  more  than  10  is  whatf 
What  is  H%  more  than  10%  f       • 
%  IS  what  per  cent  of  lOf 
10  times  %  i,  whatf 
H%  of  10%  is  whatf 

Of  what  does  %%  equal  10% f 
Of  what  number  doe,  10  equal  ^if 


— 201-- 


XnteMflt 


THE  THOUSAND  DAY  METHOD. 

The  thousand  day  method  of  computing  interest  is  simple,  rapid  and  ac()urate, 
and  applies  to  all  interest  problems.    It  is  not  a  catch  or  a  limited  short  cut. 

Principle.  The  interest  on  any  sum  of  money  wtil  exactly  equal  the 
principal  in  one  thousand  days  at  36%. 

Rule.  Multiply  the  principal  by  the  number  of  days,  and  point  off  three 
decimal  places  in  the  product.  The  result  is  the  interest  at  36%.  To  find  the 
interest  at  any  other  rate,  take  such  a  part  of  the  interest  as  the  given  rate  is  of  36. 

Therefore,  to  find  the  interest  at — 

Problem:    Find  the  simple  interest  at  9^  00 
$248.58  for  2  yr.  2  mo.  and  10  days.    • 


3%  -5-  by  12 
4%H-by  9 
1/2%-^  by  8 
6%-r-hy  6 
9%-r-by  4 
i%  =  6%-^by6 
lo%:=ioX  1% 
8%  -i-  by  9  and  multiply  by  a 


Solution:  2  yr.  2  mo.  10  d. 


•790  days. 
$248.58 
.790 

2237220 
174006 


4)$i96.378ao  int.  at  36% 


49.0945j4int.at  9% 
Apply  this  rule  in  the  solution  of  the  problems  below : 
Find  the  interest  on  $885.50  for  7  mo.  and  20  days  M  "jjo. 
Find  the  interest  on  $230.80  for  5  mo.  and  12  days  at  4  i/a%. 
Find  the  interest  on  $1465.53  for  3  mo.  21  days  at  9%. 
Find  the  interest  on  $628.25  for  185  days  at  4  1/2%. 

THE  BUSINESS  METHOD. 

The  business  method  is  the  method  usually  employed  in  business  houses. 

Rule.  Find  the  interest  on  the  principal  for  one  year  at  the  given  rate. 
Multiply  this  sum  by  the  number  corresponding  to  the  number  of  years.  This 
product  will  be  the  interest  for  the  even  years. 

To  the  interest  for  even  years,  add  such  parts  of  one  year's  interest  as  are 
necessary  to  give  the  interest  for  months  and  days. 

Problem:    Find  the  interest  on  $450  for  2  years,  7  months,  18  days  at  7%. 

Solution:    Interest  on  $450,  2  yr  at  7%=.i4X$45o,  or  $63.00 

Interest  on  $450  for  i  mo.=r/24  of  $63,  or  $2,625 
Interest  on  $450  for  7  mo.==7X$2.625,  or  18.38 

Interest  on  $450  for  18  da.=i8/30  or  3/5  of  $2,625,  1.58 

Interest  on  $450,  2  yr.,  7  mo.,  18  da.,  at  7%=       $82.96 

Ai^ly  this  rule  in  the  solution  of  the  following  problems,  then  decide  which 
method  you  prefer. 

Find  the  interest  on  $840  for  i  yr.,  9  mo.,  15  da.  at  7  t/a%. 

Find  the  interest  on  $250  for  i  mo.,  15  da.  at  6%. 

Find  the  interest  on  $372.50  for  36  da.  at  8%. 

Find  the  interest  on  $336  for  3  yr.,  8  mo.,  12  da.  at  4  i/a%. 

—208— 


INVOLUTION. 


XlTMllltfoil 

Definitioii. 

Operations. 
Terms. 


I 


6voliftfon 

f    Definition. 


Symbols. 

EVOLUTION.      ■{    Square  Root 

Cube  Root 
Examples. 


Squaring. 
Position  of  figures, 
Cubing. 

Algebraic  signs. 
Illustrations. 
Principles. 

Root. 
Power. 
Exponents. 
Coefficients. 


{ 
{ 


Signs. 

Names. 

Significance. 

Geometrical 

Algebraic. 

Definition. 
Application. 

Definition. 
How  extracted? 
Illustration. 


of  the  tens, 
the  um'te. 

JXtgwas  should  be  used  in  developing  this  principle, 


v., 


—80S— 


\ 


Cube  root  is  the  process  of  resolving  a  given 
number  into  three  equal  factors  or  of  finding  the 
length  of  one  edge  of  a  cube. 

The  radical  sign  C^ — )  with  the  small  fieure  3 
over  it,  denotes  that  the  cube  root  of  the  ntmiber 
over  which  it  stands,  is  to  be  extracted.  Thus, 
•^  1738  —  12. 

There  will  be  one  figure  in  the  cube  root  of  a 
perfect  power  for  each  three  figures  and  surplus 
of  three  figures  in  the  power. 

The  cube  of  a  number  is  the  product  of  the 
number  used  three  times  as  a  factor. 

The  cube  root  is  one  of  the  thijee  equal  factors. 

Every  divisor  in  cube  root  is  area  or  surface, 
and  every  dividend  is  cubical  contents. 

Any  additions  made  to  a  cube  must  be  made  to 
each  of  the  three  faces. 

By  the  use  of  the  geometric  or  block  method 
it  will  be  very  easy  for  the  student  to  understand 
the  process  of  extracting  the  cube  root.  If  one 
understands  thoroughly  the  "reason  why"  for 
each  step,  it  will  be  unnecessary  to  take  up  the 
study  of  the  rule. 

We  give  you  diagrams  representing  the  divi- 
sions, additions  and  dividends.  These  graphic 
illustrations  will  prove  helpful  and  enable  the 
student  to  evolve  a  rule. 

Required  to  find  the  cube  root  of  1 10592. 


PROCESS. 


3X40*=  4800 

3X40X  8  =    960 

8»=      64 

5824 


1 10*592 
64  000 

4659a 


46592. 


40+8 


Every  perfect  cube  consists  of  four  parts,  as 
illustrated  above. 

1.  The  cube  of  the  tens. 

2.  Three  times  the  product  of  the  square  of 
the  tens  by  the  units. 

3.  Three  times  the  product  of  the  tens  by  the 
square  of  the  units. 

4.  The  cube  of  the  units. 

—204— 


;^; 


MENSURATION. 


ffUmunthn 

Definitions. 


Circles. 


Plane  figures. 


Solids. 


'  Circumference. 

Diameter. 

Arc. 

Radius. 

Area. 

Principles. 
_  Applications. 

Lines. 
Angles. 
Figures. 
Construction. 
.  Illustrations. 

'  Definition. 

Forms. 

Volume. 

Surface. 
.  Examples. 


WV\A 


MENSURATION, 
the  Jtitude  ^^^  ^°'""'  °'  *  ^"^"^  °'"  *^y''"'*^'''  "luJt'P'y  the  area  of  the  base  by 

meteJ'of'tt  te' bylhe'^JS.  °'  '  ^'^'^  '"'"  °'  '=^""''^''  """'^'P'^  '"^^  P*"" 


Crt 


y\ 


—205— 


To  find  the  number  of  bushels  of  grain  in  a  bin  or  box,  multiply  the  length 
hi  feet  by  the  height  in  feet  and  then  by  the  width  in  feet  and  then  by  8,  strildng 
off  the  right  hand  fisitre.  The  result  obtained  will  be  the  number  of  bushels. 
For  instance:  In  a  bin  lo  feet  long,  6  feet  high  and  8  feet  wide,  ioX8X6X8 
-384.0. 

To  find  the  approximate  contents  of  a  round  bin  or  tank,  square  the  diam- 
eter in  feet  and  multiply  by  the  depth  in  feet,  then  by  2  1/2,  striking  off  the  right 
hand  figure.  For  instance:  A  tank  6  feet  in  diuneter  and  10  feet  deep  will 
contain  6*— 36.    36X10X2  1/2— 9a0  barrels. 


In  estimating  the  contents  of  a  cistern,  one  barrel  is  equal  to  31  1/2  gaUons 
and  one  hogshead  to  2  barrels. 

To  find  the  number  of  barrek  a  cistern  will  hold,  multiply  the  square  of 
the  diameter  of  the  dstem  in  feet  by  the  he^ht  in  feet  and  divide  this  result 
by  4.  For  instance,  if  a  dstem  is  6  feet  in  diameter  and  8  feet  deep  it  will 
hold  6^=36.    36x8=388-f-4=s73  barrels. 

To  find  the  number  of  t»rrels  in  a  square  dstem,  multiply  the  width,  height 
and  depth  together  and  divide  the  product  by  4.    For  instance: 

A  dstem  6  feet  wide,  8  feet  long  and  4  feet  deep,  multiplied  together  equals 
193.    i93-r-4'— 48  barrels  of  31  1/2  galtons  each. 

A  tank  5  feet  square  will  hold  6  barrels  for  every  foot  of  depth. 

A  tank  6  feet  square  will  hold  8  1/2  barrels  for  every  foot  of  depth. 

A  tank  7  feet  square  will  hold  11  1/2  barrels  for  every  foot  of  depth. 

A  tank  8  feet  square  will  hold  15  1/4  barrels  for  every  foot  of  deptfi. 

A  tank  9  feet  square  will  hold  19  1/2  barrels  for  every  foot  of  depth. 

A  tank  10  feet  square  will  hold  23  3/4  barrels  for  every  foot  of  depth. 


4fliil)\ 


mwir 


To  find  the  medium  diameter  of  a  cask  or  barrel,  add  to  the 
head  diameter  2/3  of  the  difference  between  the  head  and  bung. 


—MM— 


w 


/8 


1^ 


30 


3f 


Silt 


imlU 


n 


20 


Z1 


it 


U 


Ik 


21 


21 


33 


/O 


22 


21 


3«# 


miWi 


15      m 


II 


23 


Zh 


35 


It 


13 


tH 


15 


34 


and  measuring  one  mil?ljua«  ""'  "'=''  "^'^^  containing  640  - 


'  acres 


How  many  acres  of  land  in  4  3/4  sections? 

How  many  more  acres  m  7  1/2  sections  than  there  are  in  3  sections? 


N;^(32oA} 

N.W.K 

S.WX 

S.E.X 
iboA. 

S.E.>< 

^Inl.  ^ 

-jfl 

t- 

?iiHi 


Ic,  tl  1 


illi' 


How  many  acres  of  land  in  i/a  section? 
How  many  acres  of  land  in  a  1/2  sections? 
How  many  acres  of  land  in  5  sections? 
How  many  more  acres  in  3  i/a  sections  than  in  2  sections? 
To  familiarize  the  pupils  with  the  different  divisions  of  a  township,  have 
them  make  diagrams  showing  farms  located  in  different  sections,  such  <is-|- 
The  N.  I/a  of  the  S.  E.  1/4.  ' 

The  W.  1/2  of  the  S.  E.  1/4.  v  . 

The  S.  W.  i/4  of  the  N.  E.  1/4. 
The  S.  i/a  of  the  N.  W.  1/4. 
Then  after  locating  such  farms  interesting  problems  can  be  made  computing 
the  value,  as: 

What  will  be  the  cost  at  $35.50  per  acre  of  a  farm  comprising  the  N.  1/2 
of  the  S.  E.  1/4? 


Ii- 


Ii 

ii 


m 


'A  board  foot,  used  in  measuring  lumber,  is  i  foot  long,  i  foot  wide  and  i 
inch  Uiick. 

In  computing  dimensions  of  lumber,  do  not  use  fractions.  If  a  board 
measures  between  5  and  6  inches  in  width;  if  nearer  5  call  it  5  inches  and  if 
nearer  6,  call  it  6. 

To  find  the  number  of  feet  in  a  number  of  la-foot  boards,  find  the  total 
width  of  the  boards  in  inches  and  the  sum  will  equal  the  number  of  feet  in 
the  pile. 

To  find  the  number  of  feet  in  a  number  of  14-foot  boards,  add  to  the  total 
widths  of  the  boards  1/6  of  the  sum  obtained. 

To  find  the  number  of  feet  in  16-foot  boards,  add  to  the  sum  of  the  widths 
of  the  boards  1/3  of  the  result.  For  example :  To  find  the  number  of  feet  in 
6  boards  8  inches  wide  and  14  feet  long,  6X8—48.  1/6  of  48—8.  8+48—56 
feet,  the  number  of  feet  contained  in  the  boards. 

To  find  the  number  of  feet  of  lumber  contained  in  a  fence,  multiply  the 
sum  of  the  widths  of  the  boards  in  a  portion  of  the  fence  by  16  1/2  and  if  more 
than  I  inch  thick  by  the  thickness,  and  divide  by  la.  The  result  obtained  will 
be  the  number  of  feet  contained  in  a  rod  of  fence  and  this  multiplied  by  the 
number  of  rods  of  fence  will  give  the  number  of  feet  of  lumber  used.  To 
illustrate: 

To  find  how  much  lumber  will  be  required  to  fence  a  square  mile  of  land 
with  three  6-inch  boards  and  one  lo-inch  board  in  each  panel  of  fence,  3X6 
+10—28  inches,  total  width  of  boards  in  each  panel.  28X16  i/2-T-iiJ=38  1/2 
feet  in  each  rod  of  fence.  The  number  of  rods  of  fence  around  a  square  mile 
of  land  equals  1,280  rods  multiplied  by  38 1/2=49,280  feet,  number  of  feet  of 
lumber  in  the  fence. 

To  find  the  number  of  laths  required  in  a  room,  find  the  number  of  square 
yarda  in  the  room  ami  multipLy.  by  18. 


ToZfthr'nuSj;^'^'''^  ■*  500  cubic  feet  to  the  ton. 

height  in  f-t^'L  tJeX  t^-^iVin'^^ir^'^^  '"  '«*  ^  *« 

illustrate:  In  a  mow  lo  f*et  innL  .J  *  !n.*?^  '"^"^«  *''«  "s"  t  by  soo.  To 
30XioXatH-50o!lli2  tfns       '°"^'  '°  '"*  "'^"^  ""'^  «>  ^^t  wide  therfJiU  bj 

lcn«h  in'tt%"7.'lL°hSt  i;,d"  dS  ;?"'^'P'^  *^.'  -<»*  •"  '«t  by  the 
ao  feet  long,  lO  feet  hith  wrf  ir S!^  ^.'J"''*..^^  500.  For  example:  A  stack 
in  the  stack!  *"  "''  '5  fcrt  w.de  w,ll  contain  isx^Xs^stx^sT^ 

suck^°n  ^a"rit  iS^d^JeJ  Sjly'K  SUM.^-  ^-«  — <«  the 
off  two  places  from  the  right  of  Se  result  thln^f,-!  ^V^*  "?  y**"**''  «riking 
of  cubic  yards  in  the  stacf  iid  bTdiSiw  hv  ^  "if '  •  ^'u'  8^^"  *«  """be? 
To  Illustrate:    A  stack  20  yards  around  fnS^a      *j"  ??^f  ^^  ""'"^er  of  tons. 

ber  o?e£  ^'trr^rS^^y^Jd"  ^'th^'rht^ '^r^^^^  «•*  "- 

8?:  or1;S\i!HS?  '-^'  -'^  Wh-^/nd^Vt-SSSe^Sl  fe  S^Sj 

niultiI^t^t,;ro5*Ju£ltetSrJSb°y^~Jnd".^^  »  •  -•>. 

fi^re,  as.  a  crib  15  feet  long.  10  hethi^hJl  a  ,"'^  ■'}'"  °*  *•«  right  hand 
X8X6  or  720fi  bushels.        ^         ""*  '"«''  '"^  ^  *««*  '"de  will  contain  isxro 

the  s^'Sf  t  t4"an1  bottom  w^?th?2  thef '"^;''f  1"^''*  "  '^  "y  hdf 
muWplymg  the  resjllt  by  4  an7striSg  S't^S  ?ight"'ffl  ^!i'  'V^""  >"  ^^. 
A  crib  la  feet  wide  at  the  top,  8  feet  wide  at  VhJ^JS^  ^'1'  ^°''  ««niple: 
feet  high  will  contain  i2+84=io^eeT  avera^  wS"'  V^  '^"^  "^^ '° 
bushels.  *"*'  average  width.    10X10X14X4=560^ 

RULES   IN   MENSURATION 

the  diameter.  "  *''"  °*  *  »?•>««'  ™«>tiply  the  circumference  by 

radiul°  ^"^  **  '°'""*  °^  *  ^^"''  ""Wply  the  convex  surface  by  1/3  of  the 


To  And  the  aroi  df  t  tnqicioid,  nnihiply  i/a  the  ntiii  of  the  parallel  tides 
bgr  the  altitude. 

To  find  the  arc*  of  •  polygon,  divide  into  triaHglet  and  fed  the  mm  of  their 
areai. 

To  find  the  area  of  a  circle,  multiply  the  radiua  by  i/a  the  circumference. 

To  find  the  circumference  of  a  circle,  multifdy  the  diameter  by  3.i4i(!^ 

To  find  the  hypothenuse  of  a  right-angled  triangle,  when  two  dimeniioni 
are  given,  extract  the  iquare  root  of  ue  ram  oi  the  squares  of  ibe  Vbttt  dimen- 

To  find  the  base  or  perpendicular  of  right-angled  trian^e,  from  the  square 
of  the  hypothenuse  subtract  the  square  of  the  given  side  and  extract  the  square 
root  of  the  remainder. 

To  find  the  volume  of  a  pyramid  or  oone,  multiply  the  area  of  the  base  by 
the  altitude  and  divide  by  3. 

To  find  the  convex  surface  of  a  cylinder,  multiply  Uie  circumference  of  one 
base  by  the  altitude. 

To  find  the  volume  of  a  cylinder,  multiply  the  area  of  one  base  by  the  alti- 
tude. 

To  find  the  volume  of  the  frusttmi  of  a  regular  pyramid  or  cone,  multiply 
the  sum  of  the  areas  of  the  two  bases  plus  the  square  root  of  their  product  1^ 
1/3  the  altitude. 

To  find  the  contents  of  an  irregular  body,  immerse  the  body  in  a  vessel  full 
of  water,  and  measure  the  quantity  of  water  displaced. 

To  find  the  area  of  a  rectangle,  multiply  the  length  by  the  breadth. 

To  find  the  diameter  of  a  circle,  divide  the  circumference  by  3. 141 56;  or 
multifdy  it  by  .318309. 

To  find  the  side  of  a  square  equal  to  a  given  circle,  multiply  '  diameter 
by  .886227  or  a  of  V3.141S6. 

To  find  the  diameter  of  a  circle  equal  to  a  given  square,  muiufdy  the  side 
of  the  square  by  1.1^38. 

To  find  the  side  of  an  inscribed  square,  multiply  the  diameter  by  .707106, 
ors  VS !  or  the  circumference  by  .225079. 

To  find  the  circumference  from  an  inscribed  square,  divide  the  side  of  the 
•quare  by  -225079. 

To  find  the  side  of  the  bu>gest  uucribed  equilateral  triangle,  multiply  the 
diameter  by  .866025. 

To  find  the  diamete.  f  the  three  lara^est  equal  circles  that  can  be  inscribed 
in  a  given  circle,  divide  the  diameter  of  me  given  circle  by  2.155. 

To  find  the  contents  of  a  cube,  multiply  three  sides  together. 

To  find  the  surface  of  a  cube,  multifdy  the  square  of  the  length  of  (me  of 
its  sides  t^  6. 


"fotM  Non  win  InTttwK 


•^is^^AifSi  JrjisAii'- »;S2,^s.KiAru,. 


Okwob  L.  Houoi. 


MOO. 


Ob  dMia^  for  vahM 


DUfAHD  Non. 


'-*J3r/.S?st,'n;ri.Ls"r,';r'  *"  "-^iftpij!,',,;.^ 


WauAM  Boann! 


i*« 


HBO.  Joint  Non. 

■.-,jj**"*^^^yp  •*»«  dsU,  for  ralM  moinwi  —    _  WiKjrmo,  Mak.,  Job*  iji    igM 

THoiua  L.  Hamut.      ' 
— ***«T  a  Hamut. 


|6Mja  ^on  Dun. 


VrcTOMA,  B,  C,  An«.  4.  ism 


IISOl  Tna  Dkar. 

No«j«A»  A.  Pauub. 

M&  Okon. 

HlUBT  W.  AlABf. 

MM.  rJui  BttL. 

D"  J—  I.  AnoM.  for  ,.ta.  r.«,i,H  „„.  hu.T^/r^ty^W^  ^'  ""• 

.  D.  A.  Ctmna. 

1125.  Raom. 

»«i»«l  of  H«b«t  B.  Morri..  „„,  h„d«d  tw«tr«.^*,SJ;  0;:'•^f  »»•  W,  1909. 

.T         aoiian,  in  »ettteineBt  of  aceomit. 
Jammi  b.  Stoni. 

Ik  Fou,  or  Dbmamk 
BoedTod  of  J««  M.  B«,w.,  fo„,  h„^^  ,^    ^^^  ^^\^^  »'  »M<». 

/  wa»n,  la  fan  of  an  demandi  to  date. 
-_  ***»«  L.  Matok. 

-y  .^^  *"  *•  «•  »*«*•  -"eb-Mta.  to  tb.  ,ri«  ^  ^i!^f^ftN«.  1.  1000. 

•'^'my-five  4^1«rt  and  ehWM  to 

•-an— 


yij 


•fMv  kMk  to  •  «Md  boak  Itet  wta  ik* 
Utr  la  *  wwUig  aeed.    TIm  daap  took,  m 

pw  IWMta  Ik*  MkJMt,  kM*  w  kMt. 


rbe  ErtB 


m 


Thb  NfBW  Practical  Rcfewencb  Library  devotes  much  (pace  to  subjects 
relating  *<.  the  Fine  Arts.    The  most  casual  observer  and  reader  will  admit  we 
ebted  to  countless  generations  for  our  present  state  of  civilization.    That 


tjt  y 


V  c  hould  know  of  their  unceasing  struggles  for  success  seems  proper  and  fitting. 
yo  channel  affords  a  better  means  for  such  knowledge  than  a  knowledge  of  the 
Fine  Arts. 

The  general  articles  wi  Architecture,  Sculpture,  Painting,  Music,  etc. 
(elsewhere  outlined),  are  interestingly  and  fully  treated.  Throughout  each 
article  will  be  found  innumerable  cross  references,  which,  if  looked  up,  will  give 
a  broad  and  clearly  defined  conception  of  these  important  branches  of  knowledge. 

The  parent  or  teacher  will  find  it  easy  to  arouse  deep  interest  on  the  part 
of  the  boy  and  girl  by  beginning  with  queries  closely  associated  with  their  own 
surroundmgs.  For  instance,  questions  such  as  these:  "In  what  style  of  architec- 
ture is  the  schoolhouse  built?  The  city  hall?  The  court  house?  Your  home?" 
"Is  this  picture  done  in  water  color  or  oil?"  "When,  where  and  by  whom  was 
the  first  piano  made?"  etc.,  will  not  only  crette  the  proper  degree  of  interest  but 
will  stimulate  observation  and  develop  a  desit  ?  to  know  more  and  more  of  these 
branches  which  ultimately  will  lead  the  young  student  to  trace  each  braiKh  to 
its  earliest  known  history.  It  is  only  by  knowing  the  past  that  we  can  fully 
understand  and  appreciate  the  present. 

Through  the  study  of  architecture  and  sculpture  we  get  glimpses  of  the 
life,  customs,  education,  civilization,  religious  beliefs  and  ambitions  of  the  early 
peoples  of  Egypt,  Greece  and  Rome,  as  revealed  by  their  magnificent  tombs, 
their  massive  pyramids  with  their  hierc^lyphics,  their  obelisks,  and  their  gods  of 
idolatrous  worship. 

The  natural  and  refining  influence  gained  in  the  study  of  music  and  art, 
the  delving  into  the  biographies  of  world-famous  musicians  and  artists,  arc 
indispensable  acquisiticms,  to  say  nothing  of  the  broadening  effect  to  one's 
knowledge. 

By  the  proper  use  of  The  New  Practical  Reference  Library  in  any 
home  or  on  the  desk  of  the  teacher,  a  study  of,  and  an  intimate  acqtuintance  with, 
dieae  important  branches  of  human  activity  becomes  not  only  possible  but 
delightfully  pleasant 


CoMtruction. 
"wmanency 

Temple*. 

Statues. 
Hieroglyphlci. 


Style 

Endurance. 
Towers. 
Monasteriea. 
Pigoda. 


Chaldean-Assywan. 
ton«truction. 
Sun-dried  brick. 
Carved  stones. 
Stucca 
Vaults. 
Arches, 
Gothic. 

Origitt-time—piace. 
J-naracteristics. 
Decorations. 
Painted  arch 
Examples. 

No^e  Dame,  Pari.*. 

CaUiedral  Cologne. 

Cathedral  RheS 


Gkuk. 
Style. 
Beauty. 
Simplicity. 
Harmony. 
Period  of  perfection. 

Doric. 
Ionic. 
Corinthian. 
Sculpture. 
Painting. 
Column. 
Ejfamples. 
Parthenon, 
Erectheum. 
Theseum. 
Theater. 


Roman. 

Aqueducts. 
Sewers. 

Amphitheaters. 
Magnificent  villas 
Triumphal  arches. 
Monumental  piliara. 
Therm*  r baths). 
Examples 
I.  Colos«eum. 
_      a-  Pantheon. 

**YZA.\TI  VE. 

Jj;e^;*nd  place  Of  orig.a 

Examples. 
Sophia,  chcirch  of 

Samt. 
Saint  Marks,  Venice 
ROMANESCUE.  ""•«. 

Semi-circi<Iar  arch. 

Towers. 
Porches. 
Crypts. 

Ornamental  facades. 

Examples. 

Church  of  San  Am. 
Drpgolio. 

Cathedrals  at  Speyer 
and  Worms 
Correlated  subjects: 
-atlicdral. 
Window. 


11 

il 


liifM 


Basilica. 

Indian  architecture. 

Amphitheater. 

Roof.                 , 

Carving. 

Spire.                 ' 
Window.  , 

Gitacombs. 

Column. 

Pyramid. 

Cathedrals. 

Temple. 

Church. 

Stadium. 

Frescoes. 

Crypt. 

Mosaics. 

Sphinx. 

Theater. 

Forum. 

Vault. 

Pagoda. 

Campanile. 

Elizabethan  architecture. 

CriiWe. 

QUESTIONS. 

The  subjects  listed  below  will  be  found  interestingly  treated  in  TnB  New 
Practical  Reference  Library.  The  reader  will  in  turn  be  referred  to  other 
correlated  subjects  which,  if  looked  up,  should  make  the  study  of  Architecture 
delightfully  cmnplete  and  entertaining. 

Acropolis. 

Arch. 

Acoustics. 

A(||uedttct 

Bridges. 

Building. 

Dome. 

Facade. 

Hall. 

Babel,  Tower  of. 

Baptistry. 

Buttress. 

Colosseum. 


What  is  architecture?,  To  what  remote  period  can  we  trace  it? 

In  what  style  of  architecture  is  your  church  built?  Your  schoolhouse? 
Your  coimty  court  house  ?  Your  city  hall  ?  Your  :*ate  capitol  ?  The  National 
Capitol  at  Washington? 

For  how  many  years  did  Cheops  employ  one  hundred  thousand  men  to 
erect  the  great  pyramid?    How  many  acres  does  it  cover? 

What  is  yet  the  height  of  the  great  pyramid?  'WHiat  does  its  interior  con- 
tain? 

What  special  claim  have  the  Egyptians  to  distinctive  architecture?  Was 
architecture  their  supreme  art? 

With  what  were  the  temples,  tombs  and  status's  of  Egypt  decorated  ? 

Why  were  the  tombs  of  the  Egyptians  built  so  strong  that  time  could  not 
destroy  and  enemies  could  not  rifle  them? 

What  place  in  Egypt  because  of  its  many  pyramids  is  called  the  "West- 
minster Abbey  of  Egypt"? 

What  is  the  generally  accepted  belief  as  to  the  construction  of  the  pyramids? 
How  did  the  length  of  a  king's  reign  affect  the  size  of  the  monument? 

Describe  the  Greek  sphinx  of  mythology. 

What  riddle  did  the  sphinx  of  Grecian  mythology  propose  and  who  guessed 
it? 

How  were  the  Buddhist  temples  built  out  of  solid  rock? 

What  characterized  the  early  Greek  architecture?  Who  were  the  three 
great  architects  of  Greece? 

How  would  the  seating  capacity  of  the  larger  Greek  theaters  compare  with 
those  of  today? 

The  Parthenon  in  the  Acropolis  at  Athens  is  said  to  be  the  most  perfect 
building  ever  erected.  When  was  it  built?  Of  what  material?  How  long  is 
it?    How  broad?    How  high?    How  many  pillars  did  it  originally  have? 

How  did  the  Roman  amphitheater  differ  from  thp  Grecian  theater? 

What  were  the  thermae?  What  have  the  excavations  at  Pompeii  revealed 
as  regards  tiK  arrangements  of  the  Roman  dwelling  house? 

Describe  the  Pantheon  at  Rome.     What  is  strikingly  unique  about  its 

—214— 


The      tl  CcwIpeuW 

R««™rcE  SL;     Fn'°'"  °f  correlated  suKS"?  Thp  ^''^S! ''*P»rt- 

!•    Kinds. 

1.  Carviitg. 

■•  fethods. 
,  ^'^  Materials. 
a.  Modeling. 

a.  Ccmstruction. 

b.  Casting. 

II.    FoBMa  *"  ^"*''^'- 


SCULPTURE. 


III. 


3^J  intaglio.    Cut  how?      "  **"* '^°<='?   Give  example. 


'•  fgyPt— Characteristic»-.Tvf)e 
MastemiecM     \r- ^^ 


Sculptors.    Who  ^^h  *'**  "«*  f«no«». 

,P^       -Who  were  the  nxm  noted?    Of  these  the  «o« 


_.         fimous?  ^"^  ™  ™°«t  noted?    C 

•  4  ^S'AS'*^-^*«*«»-Ain.-Res«h. 
^S!^Nai1>'-'«-»-tt^ 

—SIS— 


|:!' 


Ill 


5.  France. 

a.  Early  period — Status. 

b.  Fifteenth  to  eighteenth  century — ^Aim— Influence. 

c.  Modem  school. 

Sculptors.    Name  four,  with  masterpieces  of  each. 

6.  Germany.  j 

a.  Early  period — Status — ^Lacking  in  what? 

b.  Renaissance — Style — Name  four  sculptors.    . 

c.  Modem  school — Influenced  by  whom? 

Sculptors,  and  masterpieces  of  each. 

7.  England. 

a.  Early  period — Scope. 

b.  English  school  dates  from  what  time? 

c  Nineteenth  century— What  spirit  pervaded  English  art? 
■    d.  Modem  school — Style — Aim. 

Sculptors.    Name  five  and  give  masterpieces  of  each. 

8.  United  States. 

a.  Modem  school — Style — ^Afan — Results. 

Sculptors.    List  five  of  America's  most  famous  sculptors. 
Masterpieces.    Give  location  of  five  masterpieces.    By  whom  ? 

QUESTIONS. 

What  is  sculpture? 

What  are  the  materials  most  generally  used? 

In  what  country  was  sculpture  first  practiced? 

What  specimens  of  this  early  period  exist  today? 

When  does  the  sculptor's  work  proper  end? 

What  is  the  characteristic  of  Ainerican  sculpture? 

How  has  sculpture  aided  us  in  knowing  of  the  early  history  of  the  world? 

What  are  the  three  forms  of  sculpture  usually  recognized? 

To  what  form  does  the  sculpture  in  your  city  belcmg? 

What  are  the  most  famous  statues  by  Saint  Gaudens?    Where  located? 

Who  made  the  famous  "Liberty"  statue?  What  is  its  height?  What  is 
remarkable  about  it? 

What  are  the  principal  works  of  Thorwaldsen? 

What  is  the  striking  characteristic  of  his  "Christ  the  Comforter"  (see  full- 
page  illustration),  and  where  found? 

In  what  museum  is  the  statue  illustrating  "The  Dying  Gaul"  placed?  (See 
full-page  illustration.) 

For  what  is  Lorado  Taft  noted?    Greenough?    Browne? 

Note. — ^Biographies  of  the  following  list  of  sculptors  will  be  found  interest- 
ing.   Otiiers  may  be  added  as  your  time  will  permit. 

Phidias. 

Praxiteles. 

Lysif^s. 

Greenough 

Ward. 

Foley. 

Cellini. 

Gibson. 


Ghiberti. 

Canova. 

Schadow. 

Donatello. 

Houdon. 

Partridge. 

Vmd. 

Bartholdi. 

Dupre. 

Michelangelo. 

Kraft 

Thorwaldsen. 

Bernini. 

Taft. 

Daniel  French. 

Browne. 

Flaxman. 

Wifliam  Story. 

Saint  Gaudens. 

Hosmer. 

Drake. 

Crawford. 

John  Rodgers. 

Randdidi  Rodgers 

X'    , 


The  student  wiU  find  it  a  pSnt  utk  t^fi^  ^u^'  '^"°"»  «hools. 
•afasfactory  guide  with  this  deliihS  h«„oK    f  !"*'"*  *'''"'«"  by  aid  of  this 
find  mteresting,  instructive  binoS^nl;        r  *^*^.  °^  *"""««  knowledge     He  »^M 
respectivetitlef  frS7£'^ri?'^«^Pj"  of  *"  *H°°*«d  Painte«  under  theS 
«H1  d«K:ription  of  thdr  .S^l^iSl."  *"  *•""*  °'  ^*  ?'«=«="»  d^X.  wUh  Sent^' 

evide™A"i^t\ara^lS^^*  1!?  ?-"  -  -"-e  of  p,easu«  is  self 
«y.  To  live  but  for  afcw  Wef3.'"*^/^'=^^*'"«  '"«"<="«  no  one  «?«! 
ail«t  companions  MicH^';^"^*SSJ^<l«^'n  the  atmosphere  and  Ce^for" 


_         Divisions. 
DecoratiTe. 

Portrait. 

Genre. 

La-Jscape. 

Seascape. 

Architectural. 

G«EAT  Paintbhs  (which 

see). 
Giovanni  Cimabue. 
Van  Eycks. 
Hans  Membling. 
J-eofflu-do  da  \^ci. 
Aiichelangelo. 
Titian. 

Fra  Bartolomeo. 
Andrea  del  Sarto. 
Rembrandt 
Raphael 
Corr^o. 

BMnie-Jwiefc 

Whistler. 

Landseer. 

Sargent. 

Murino. 


PAINTING. 

Materials  Used. 
Oil. 

Wood  panels. 

Canvas. 
Water  Color. 

Paper. 
Fresco. 

Wet  pla.ster. 
T^^  or  Distemper. 

Twelve   Great   Paint- 
ings. 
Transfiguration. 
Sistme  Madonna. 
Raphael. 
Last  Judgment 

Michelangelo 
Canmunion  of  Saint  Je- 
rome. 
Descent  from  the  Cross. 

Rubens. 
Descent  from  the  Cross. 

Voltena. 
Last  Supper.     Vind. 
Assumption   of  the  Vir- 
^    gin.    Titian. 
The  Night. 

,,  Cbrregia 

Aurora. 

Beatrice  Cend. 

Guido  Reni. 
Immaculate  Conception. 

MuriBo. 

~8ir— 


.      History. 
Ancient  Period. 
In  Egjyt. 
On  Tombs. 
Temples. 
Mummy  Cases. 
Papyrus. 

Representative  of 
what. 
In  Greece. 
In  Rome. 
Pompeii. 
The  Baths. 
The  Tombs. 
The  Catacombs. 
Byzantine  Decom. 
tions. 
Mediaeval  Period. 
R^ssance  Period. 
Schools — 
IHorentine  SchocJ. 
Venetian  School. 
Umbrian  School. 
Roman  School. 
Sixteenth  Century. 
Later  Periods. 
History  in  Uni-      States. 


QUESTIONS.— PAiMTiKa 

What  is  the  art  of  painting?  What  is  oil  painting?  Water  color?  Fresco? 
Enamel?    How  produced? 

How  and  on  what  were  the  early  paintings  of  the  Egyptians,  Grttks  and 
Ronuns  executed? 

How  many  centuries  before  Christ  was  painting  practiced  in  Egypt?  Was 
the  art  closely  related  to  religion  and  a  result  of  it?  In  what  relation  was  it  held 
to  sculpture  and  architecture? 

What  do  these  early  Egyptian  paintings  generally  represent  and  on  what  were 
they  generally  pictured? 

Was  any  attempt  made  by  these  artists  to  imitate  nature? 

Of  what  great  historic  value  are  these  early  E^rptian  paintings? .  Give  three 
reasons  for  your  answer. 

By  whom  were  the  principal  worics  of  Rnron  art  produced? 

Describe  the  conditions  of  Roman  painting  for  the  first  three  centuries  after 
Christ 

What  were  the  Catacombs  (lee)  ?  How  were  they  built?  Decorated?  Pro- 
tected?   Inhabited? 

By  what  art  in  the  Catacombs  did  the  early  Christians  indicate  their  religious 
devotion  ? 

Who  was  one  of  the  first  great  English  painters? 
What  does  the  Umbrian  school  characterize? 
What  was  striking  about  the  Florentine  school? 
When  did  art  in  the  United  States  take  on  an  individuality  of  ite  own? 
What  are  the  strikingly  distinguishing  marics  between  American  art  of  i8ss 
and  IQOO?  ^^ 

Name  five  well-known  American  painters,  with  a  great  painting  from  each. 
For  what  was  Whistler  noted? 

What  are  the  twelve  greatest  paintings  in  the  world;  by  whom,  where 
found,  and  when  produced  ? 

What  kinds  of  knowle<k;e  are  requisite  in  a  painter? 

What  discovery  of  the  Van  Eycks  produced  a  revolution  in  the  art  of  paint- 
ing? 

By  what  process  are  mosaics  made? 

Where  are  the  early  Egyptian  paintings  found  and  what  is  their  character? 

What  are  the  only  examples  of  pure  Grecian  painting? 

What  was  the  Byzantine  influence  on  painting? 

What  did  the  Renaissance  do  for  Italian  painting? 

Why  was  Italian  art  of  the  fifteenth  century  often  better  than  any  that  fol- 
k>wed? 

What  was  the  greatest  period  in  the  history  of  modem  art?  What  broueht 
about  a  decline? 

What  are  the  chief  names  in  the  history  of  nineteenth  century  painting? 
What  is  the  general  process  of  fresco  painting?    When  was  its  greatest  de- 
velopment? 

What  was  the  first  or  mosaic  method  of  making  ornamental  glass  windows  ? 

What  is  the  combination  method  of  today  ? 

What  are  the  distingutdiing  features  of  Byzantine  art? 

What  is  meant  by  the  Rembrandt  style  of  picture? 


Mwfe 

ssi  oVMSS^^t  ";s^r-"  ssss.f ^,^r?r^'  "■"•■• 


tt 


in. 


Technicai. 

I.  Nature  and  theory  oi. 
a-  Terms  used. 

3-  Notation  or  reading  of 

4-  Pitch  and  duration  of  tonea 

Musical  Tkui  s. 
'•  Orchestra, 
a.  Opera. 
3'  Harmonics. 

4-  Oratoria 

5-  Harmony. 
6.  Recitative. 
7-  Scale. 

8.  Singing,  etc. 

Musical  iNsrauifKinaL 

1.  Drum. 

2.  Comet. 
3-  Violin. 

4"  Pianoforte. 
5-  Organ. 
Others. 


MUSIC. 
IV. 


OmsLATED  Subjects: 


Great  Musicians. 

I.  Handel. 

a.  Beethoven. 

3-  Mendelssohn. 

4.  Bach. 

5-  Pitti. 
6.  Sousa. 
7-  Nordica. 
8.  Kubelik. 
9-  Rnbenstein. 
lo.  Paderewski. 

HlSTOBY. 

I-  Ancient 

Egypt. 

Assyria. 
.     India. 
Greece. 
Rome, 
a.  Modem. 
German. 
Italian. 
Russian. 
English. 
Swedish. 


^-  ^?^  sS™,.         fas,  Web«. 

«^«1~  M,^,"-        S?^-  ^Jtact 

Madame  Otto  Goldschmidt  appear? 


Si 

liii 


f  r 


What  stage  of  mtuic  had  England  attained  to  in  the  time  of  Handel? 

What  is  the  general  character  of  the  Scandinavian  music? 

Why  of  all  the  arts  does  music  appeal  to  the  rank  and  file  the  moat  ? 

What  did  each  of  the  following  nations  try  to  emphasize  in  their  music: 
Italy,  Germany,  England,  Scandinavia  and  France? 

Why  is  music  largely  characteristic  of  the  nation?  j 

What  factor  has  Christianity  been  in  the  growth  of  music? 

What  were  some  of  the  ancient  musical  instruments  ?  Give  a  list  of  modem 
instruments. 

Give  a  list  of  the  famous  composers  of  music.  A  list  of  celebrated  players 
of  instruments.    A  list  of  singers,  sopranos,  tenors,  bass. 

What  is  the  record  of  Martin  Luther  in  regard  to  music? 

Of  what  nationality  w  Kubelik?  What  has  been  his  career?  Of  what  in- 
strument is  he  a  master? 

Of  what  nationality  is  Paderewski?  How  old  is  he?  Of  what  instnunent 
is  he  master? 

How  old  is  Adelina  Patti?    How  does  she  rank  as  a  soprano? 

What  great  oratorio  did  Handel  compose?  How  was  this  received  at  the 
time? 

What  is  the  record  of  Theodore  Thomas  in  Giicago?  What  in  general  was 
the  aim  of  his  woiic  ?  What  is  Orchestra  Hall  ?  For  what,  and  at  what  cost,  was 
it  erected?  > 

For  what  is  Reginald  De  Koven  noted? 

What  part  in  singing  does  Edouard  De  Reszke  take?    What  is  his  record? 

What  part  does  Jean  De  Reszke  take?    Give  his  record. 

How  does  the  violin  rank  as  compared  with  other  instruments? 

What  is  the  meaning  of  oratorio  ?    Give  a  list  of  celebrated  oratorios. 

What  is  a  military  band  ?  Who  was  the  first  celebrated  leader  of  such  bands  ? 
He  has  been  succeeded  by  whom  ?  What  is  the  most  celebrated  military  band 
in  the  United  States? 

What  is  the  national  hymn  of  America,  Germany,  England,  France,  etc.? 

How  is  "Chopin"  pronounced? 


INTERESTING  FACTS  ABOUT  HYMNS. 

It  has  been  estimated  that  there  are  at  least  400,000  hymns  in  all  bmguages. 
The  greatest  number  of  these  is  in  German,  and  the  next  greatest  number  in 
English. 

The  oldest  Christian  hymn  in  existence  is  supposed  to  have  been  written  by 
Cement  of  Alexandria,  who  lived  from  150  to  215  A.  D.  The  most  common 
translation  of  it  begins  Shepherd  of  tender  youth. 

The  Hebrews  produced  the  most  noted  hymns  before  the  Christian  era. 

The  Mohammedans  have  no  hymns. 

Some  of  the  greatest  hymns  of  modern  times  are  Lead  Kindly  Light,  written 
by  John  Henry  (Cardinal)  Newman;  Nearer  My  God  to  Thee,  by  Mrs.  Sarah 
Flower  Adams ;  Just  as  I  am  Without  One  Plea,  by  Mrs.  Charlotte  Elliot,  and 
One  Sweetly  Solemn  Thought,  by  Phoebe  Gary.  This  last  hymn  was  composed 
in  a  little  chamber  of  a  vi&ige  cottage  one  Sunday  morning  on  returninfr  from 
church.    It  has  been  translated  into  nearly  all  languages  of  the  civilized  world. 

Most  hymna  of  modem  times  have  been  produced  in  connection  with  some 
religious  movement;  thus  we  have  missionary  hymns,  gospel  hymna  and  Sunday 
School  hymns. 

—220— 


!•    EwcBAViNa 

1.    Line  Eagnving. 
a.    Soft-Ground  Etching. 
3-    Wood  Engraving. 
4*    Mezzotint. 
5«    Lithography. 

"•    ErcHiNa 
!•    Etching. 

a.  Tools. 

b.  Processes. 
a.    Zinc  Etching. 

in.    Photography. 
!•    Camera, 
a-    Processes. 


*V»^ 


«.  Photography. 

b.  Daguerrotypc 

c.  Electrotyping. 
«.  Photograveur. 
e.  Halftone. 

IV.     COMELATED  SUBJECTS. 

I.  Printing, 

a.  Halftone. 

3-  Etching. 

4-  Aquatint. 

5-  Mezzotint. 

6.  Photography. 

7-  Lithography. 

8.  Electrotyping. 

9-  Camera. 


style  wood  engraver,  who  wm  a^t^,     7^    d'splacmg  of  his  product  the  old- 


QUESTIONS. 
Wfcat  is  «g„rt«,    Wh,,  TOittriab  ,„  „^, 
What  w«,  fe  crly  »„  „(  CTgrertng? 

W^."- Pho^™*,  «n,  com.  into  ».,    wr„  »,  d.,«„„ 


fh* 


wlMlifMlafi 


Hstvonotny 


AitTMomy  is  the  ictence  whkh  trcaU  of  the  heavenly  bodies.  A  general 
survey  of  this  subject,  together  with  a  short  history,  is  given  in  the  general 
artide  "Astronomy,"  which  therefore  forms  a  suitable  intromiction  to  the  subject. 

The  other  phases  of  the  subject  may  be  found  in  articles  to  which  cross 
references  are  made  in  this  general  article,  such  as  Sun,  Moon.  etc. 

Definitions  of  the  most  impratant  astronomical  terms  are  also  included  in 
this  first  divisicm,  which  is  connected  hy  means  of  cross  references  with  all  other 
subjects  bearing  i^wn  tins  dqpartment 

The  biographical  department  contains  articles  on  all  the  chief  astronomers 
and  jnves  all  the  particular  work  which  tiiey  accomplished. 

The  study  of  astroncmiy  can  be  made  not  oidy  very  extensive  but  very  inter- 
esting, even  to  the  boy,  by  reference  to  our  splendid  outlines  and  Uie  exphma- 
tory  articles  in  Thk  New  Practical  Rkfesence  Library. 

The  general  subiects  are  of  early  interest  to  every  child  mind.  The  pupil 
c«nes  into  such  vital  oMitact  with  the  planet  on  which  he  lives;  the  sun  which 
brings  life  to  the  earth ;  the  moon  and  stars  which  shed  their  silvery  beams  about 
his  way;  m  fact,  touddng  nature  at  all  points  of  his  environment,  his  interest  is 
easily  aroused,  and  such  phenomena  as  Day  and  Night,  the  Seasons  and  other 
interesting  subjects  will  be  early  introduced  ^  the  successful  teacher.  The  follow- 
ing outlim  will  be  helpful 
I  OUTLINE. 


L    DEnMinoN. 
IL    HisTtrnv. 

I.  Ancient  Egyptians. 

3.  Oialdeans. 

3.  Giinese. 

4.  Greeks. 

5.  Modem  nations, 
in.    Systexs. 

1.  Ptolemaic. 

2.  Gjpemican. 

IV.  Celbstial  Sfhbbb. 

I.  Poles  (North,  South). 

3.  Celestial  equator. 

3.  Circles  of  dedination. 

4.  Parallek  of  declination. 

V.  Mbasurehents. 

I.  Declination. 
a.  Right  ascension. 


.VL    The  Solar  Systbic. 

T.  Sim. 
a.  Planets. 

3.  Planetoids  (asteroids). 

4.  Satellites. 

5.  Meteors. 

.VU.    The  Stellar  Systex. 

I.  Stars. 

a.  Characteristics. 

b.  Number. 

c.  Size. 

d.  Distance. 

a.  Constellatkms. 

a.  Zodiac. 

b.  Milky  Way. 


VIII, 


n. 


IV. 


V. 


e.  Orion. 

d-  Great  Bear. 

e.  Others. 
3-  Nebula. 

Nebular  hypotbesii. 
The  Sok. 
I.  Size.  diMance. 
a.  Characteristics. 

«.  Photosphere. 

b.  Spots. 

3-  Motions. 

4-  Physical  and  chemical  effects. 

>•  Light, 
b.  Heat. 
t.  Ufe. 

DiViaiOHS  OF  TiKK 

1.  Day. 

a.  Divisions. 

b.  Sidereal  Day. 

c.  Sohr  Day. 

d.  Civil  Day. 
a.  Week.  ' 

Biographies  of  Astronomers. 
Ptolemy.  Kepler. 

Brahe.  GaSeo. 


m. 


*•  Length. 
,,  b.  Names  of  daya. 
3-  Month.  ' 

«•  Names  and  length. 

b.  Anomalistic  Month. 

c.  Sidereal  Month. 

d.  Lunar  Mouth. 

e.  Sokr  Month. 

».  Origin  of  the  name. 
4«  Year. 

■•  Days. 

b.  Weeks. 

c.  Months. 
5-  Seasons. 

*.  Names. 

b.  Length. 

c.  Characteristics. 
Plakets. 

I-  Deftiition. 

a.  Number. 

3.  Name  (Origin  Name). 

4-  Corresponding  Weight 


Newton. 
Herschel,  Sir  W. 


General  Divisions. 
I.  Descriptive  Astronomy, 
a.  Description  of  the 
Motions. 
Figures. 
Periods  of  rercdution. 

a.  Practical  SSS,jSr^  °*  ** ''«^«^y  ««*•«•• 
».  Teaches  how  to  <Aterve  the 

Motions.  V, 

Figures. 

Periodical  revolvtkws. 

^sUnce  of  the  htavenly  bodies 

3.  Physical  &,!?*  """"''  '"^"""^"*'- 
a.  Explains  cause  of  motk»s. 

a.  AstirvPhotogra^y. 
Vh^  K^.J.,^'''^^^  Analysis. 

What  remariable  phcnometton  was  recorded  by  the  ainese? 
VI.   AsTSONoitT  IK  India. 

—82*— 


Herschel,  Sir  I. 
HaUey.  '' 


VII. 


VIII. 


IX. 


XI. 


XII. 


iili: 


XIIL 


XIV. 


XV. 


a. 

I: 


TiMB  Oir  AutXANOn  TKt  GUAT. 

I.  OHUdniu  had  made  Mitronomkal  cbmmtiom  iar  1,900  yean, 
a.  Regarded  eomeu  at  bodica  traveling  how? 

3.  Predicted  what? 

4.  Had  what  acquaintance  with  the  univwaa) 

AuifTi  or  Ecvrr.  i 

I.  Gave  aatronomy  what? 
a.  Their  ancient  lodiacs. 

J.  What  is  shown  hy  position  of  their  pyranida? 
AMONa  THB  Grbbu. 
I.  Astronomy  took  scientific  form. 
Thales  predicted  solar  eclipse. 
Pythuoras  (500  B.  C.)  promulgated  theory  that  sua  Is  center  of 

universe. 
Great  progress  made  under  Ptolemies. 
Aristarchus  (267  B.  C.)  taught  double  motion  of  the  earth. 
Hipparchus  (150  B.  C.)  undertook  catak)gtie  of  the  stars. 

SYtTEM  PROFOUNraCD  BY  CLAUDIUS  Pn«.BMY. 

I.  Earth  was  center  of  universe, 
a.  Sun,  moon  and  stars  revived  around  it. 
3.  Sphere  of  moon  t^rest  to  earth. 
4-  Spheres  of  phmets  next. 

5.  Spheres  of  fixed  stars  follow  J. 

6.  Two  crystalline  spheres  succeeded  these. 

7.  An  outer  sphere  circumscribed  all.  wherein  happy  souls  found  abod^ 
The  Arabs. 

I.  Began  to  make  observations  middle  of  ei^^th  century, 
a.  Continued  in  the  science  400  years. 

3.  Made  important  observations  of  the  disturbances  of  Jupiter  and 
Saturn  (A.  D.  1000). 
Nicholas  Copebnicus.    1473- 1543. 
I.  Introduced  the  system  which  bears  his  name. 
a.  Gives  to  sun  coitral  place  in  sohu'  system. 

3.  Shows  other  bodies  revolving  around  it. 

4.  This  arrangement  came  to  be  generally  received. 

5.  Substituted  for  complexities  and  contradictions  of  Ptolemy  theory. 
Tycbo  Bbahb,  Danish  Astbonomeb. 

I.  Regenerator  of  practical  astronomy. 

a.  Throu^  his  aid  Kepler  arrived  at  the  ioUowing  hiws: 

a.  That  planeto  move  in  elliptiad  orbits,  of  i^ch  tiie  sun  occupies 

position  of  focus. 

b.  That  the  hnaginary  straight  line  joining  the  sun  and  any  planet 

moves  over  equal  qace  in  equal  time. 

c.  That  the  squares  of  the  times  of  the  revolutions  of  the  planets 

are  as  the  cubes  of  their  mean  diMances  fttmi  the  ma. 
Gauleo. 

I.  Advanced  the  science  how? 

a.  Established  the  truth  of  what  theory? 

3.  Death  occurred  when? 
Newtok. 

I.  Bom  when? 

a.  Did  what  for  physiail  attroBomy? 

3.  Deduced  what  theory? 


i 


JS-. 


Sm. 


XVL    EioBTttwTR  CsNTinrr. 

I.  The  Kience  enriched  by  Herichel'*  c«*<v».~    t    i.  ., 

J- te'25^ipt.sr^°' "*»'"'•• 

Xm  Nfn^'SSlSiJir"'"  °'  '^'^'  "^^t^-  DeUn,l>«.  Uph«, 
I.  DUcorery  of  fint  four  minor  planets. 

DiKorery  of  the  two  wtellite.  ottA^ 

^"  riLS"  ^»'-^-«-'  P'-et.  named  V«lc«,.  h«  «,  ,^ 

XVIII.  >ir£;?„,^\'Sp^P'»»>»d  in  .Kertaining  the  paralhuc  of  fixed  t.,.. 

a  ^^^'  ^  Moon, 

f-  g"5*»-  5.  Planet. 

XIX.  45tR™..c.  ^SoUrSytenu 

ftjxtor'.  "Other  World.  Than  Our^" 
Halt  Hours  with  the  Stars." 

QUESTIONS. 

What  would  be  your  weight  on  the  sun's  surface?    On  the  mo™.'. > 
large^n^iiSi^tSr  °"'  ''°~  '™-  -«  '«»-*  than  the^JuJlnTST,';  times 

Which  is  brger,  the  sun  or  the  north  star? 
.  ««f  tTS^r^unT"''  '*  ^^"'"  -  train  running  60  mile,  an  hour  witho« 
^^^What  is  the  disunce  of  the  sun  from  the  earth?  The  moon?  The  nearest 
cc^.^'^l%iu^i^\°'^^^^^^'<>-^rnoon,  How  do  they 
our  own"  *^  **"  '""^  °'  *«  "^^  ««<'  -^^t,  on  the  moon  compare  with 
the  .2ft?'  ""  °'  *"*  "^  P^*^"'  »«'*»~P*  how  near  is  the  moon  br  ,ght  to 
nK.ti^2.S"baU;£;S.?''^"'"^    What  is  its  peculiar  motion?    I,  this 

-^^^^if^'^^"^'"^^^^  Which  is  the  longer,  the 

the  S?*^  *"  *™«*"' °^  »^ '^'^  Of  the  aVroids  compare  with  that  of 

Non.— If  a  boT  eodM  waft  tear  wftes  »»  lif,„^  r-^  *„w„      »     . 

~sas— 


White  thtra  an  more  than  afo  Microidt  now  dtecovcrad,  bow  dbtt  tMr 
total  nMM  compan  with  that  of  the  earths 

What  was  the  first  rectml  of  an  astroaomical  treat,  aad  Its  vem  aadcat 
^ter  " 

^What  andent  peopte  were  probaMjr  acqvaiated  with  the  traa  system  of  the 
lUHvener 

With  what  people  did  sitronomy  first  tiUce  a  Mmewhat  sdentific  form? 

WUch  of  the  Greeks  taught  the  motion  of  the  earth  around  its  aids  and 
•ronnd  the  sim? 

When  do  meteors  most  frequently  occur? 

From  what  century  does  the  present  astronomical  system  date? 

What  is  Aquarius,  and  when  is  the  son  said  to  enter  it? 

What  has  been  the  most  remarltabie  recent  discovery  in  regard  to  comets? 

In  what  manner  is  the  term  "earth  shine"  described? 

What  is  the  cause  of  an  eclipse  of  the  moon ?   Of  the  sun? 

What  is  the  average  number  of  eclipses  in  a  year? 

Describe  the  term^'coal  sack,"  observed  in  the  Gakucy,  or  what  is  commonly 
haown  as  the  MiOcy  Way. 

What  is  the  course  and  the  cause  of  the  Milky  Way? 

What  is  the  harvest  moon? 

What  is  the  average  diameter  of  the  planet  Jupiter? 

What  was  the  very  valuable  discovery  regardhig  light  made  from  observing 
Jtq>iter's  satellites? 

What  is  the  theory  concerning  the  distributkxi  of  water  and  tend  on  the 
planet  Mars? 

What  is  the  rare  form  of  meUl  which  is  found  in  meteoric  stones? 

What  are  the  gray  plains  of  the  moon? 

To  whom  is  the  nebular  hypothesis  due?  How  is  it  now  received  by  astron- 
omers? 

When  and  by  whom  was  Nef^ne  discovered?   Is  it  visible  to  die  naked  eye? 

How  does  tlw  magnitude  of  the  star  Sirius  compare  widi  that  of  the  sun  ? 

What  is  the  precession  of  the  equinoxes  ? 

What  is  computed  to  be  the  amount  of  tight  sent  out  from  the  sun? 

Which  of  the  planets  has  rings  suiq>osed  to  be  made  up  of  multitudes  <<{ 
satellites? 

What  festivals  are  survivals  of  sun-worriiip? 

By  what  combination  of  principles  is  the  telescope  able  to  aid  the  eye? 

What  is  the  largest  telescope  in  the  world? 

How  short  a  day  has  Uranus  and  how  k>ng  a  year? 

What  two  names  did  the  ancients  give  Venus  because  of  its  altemate  ap- 
pearance in  the  morning  and  evening? 

What  is  the  zodiac?  How  was  it  divided  by  the  ancients  and  what  are  the 
diviskns  called? 

What  is  zodiacal  light? 

What  two  new  fields  of  astronomical  investigation  have  been  opened  up  in 
recent  years? 

How  has  spectrum  analysis  helped  establish  the  nebular  hypodiesis? 

What  star  is  approaching  us  and  what  one  is  receding  from  us? 

How  many  3rears  does  it  take  light  to  come  from  die  nearest  star  to  us? 

Why  are  some  stars  called  varuible,  others  temporary  and  others  the  fixed 
stos? 

Which  {danet  qtproaches  nearest  die  eardi? 

To  what  two  men  Is  the  systcmatizkig  of  astronomy  due? 


CopemI- 


INTERESTING  r,.trS. 

»b.te'.rs,d''x's'„S"  serifs  T  t^  »<  "•« ««. 

Experiments  show  that  the  h«V  of.ii     ^*.  **"'  *«"<*  •«  prove? 

to  3.000  miles  in  diameter  *  ''*"'  *''*  "«  °^  °"f  "oon.  being  from  2000 

*e  yeJ  S^hS^Jirnt'^jJ  ^^Sd^^t  "ti^^ 'f  t  '°""<^  ^^  -  constitutes 

?^?'S<25,f iTaiTy^T  ~' «  Slot         'St;r P 

months;  S.tu™?VlS«t  3^^;;^°  SS'nt  *"?  "  d-y:  Jupiter!' „  ^^rV  Toi/J 

Because  of  their  p^iodic  ^e'tur^T^'  **  ^,^"'  *"^  Neptune,  163  yeirs 
^e.most  interesting  ofTKea^S?  b^ie^^Tr  «PP*»«"«.  come?/ a^rf^on^ 
joate  thdr  appea^ce  with  *re  «1«3S  sLh  i*"°'*"'  *"*'  superstiticSTa"! 
2  tnTiflH-    Newspapers  publish^S^S'th^  s^t.l"%P''*^*"."  "^  '»»«  eid 
"  ^?™"»  from  some  eminent  astronomer   a^rf^T?".*'  "^^^^  "«  «»ven  out 


and 
•It 


— M7— 


X  Uttla  library  growing  larger  tytrj  year 
an  koBoraUe  part  of  any  ehira'a  hiatory. 

— Hmtrf  Wmri  B$itk»r. 


Biography 


We  now  call  your  attention. to  a  department  of  school  work  which  appeals 
to  eyery  true  teacher  and  to  every  wide-awake  boy  and  girl,  the  department  of 
BiootAPHY.  The  educators  who  planned  this  work  realize  how  intensely  inter- 
esting the  lives  of  great  men  and  women  are  to  young  people^  in  fact  to  every 

one.  .        ,  ,    . 

We  include  with  these  biographies  portraits  of  many  of  these  enunent 
people  whose  unselfish  lives  must  forever  remain  an  inspiration  to  others. 

Particular  attention  has  been  paid  to  adapting  it  to  the  wants  of  American 
readers  and  of  the  present  time.  It  will  be  found  that  many  names  are  included 
of  persons  recently  brought  into  prominence  who  are  the  subject  of  daily  inquiry 
in  this  country  but  of  whom  no  mention  can  be  found  in  the  more  pretentious  and 
bulky  reference  works. 

We  give  over  3,500  biographies.  It  has  bee«'  ♦♦'e  endeavor  of  the  editor  to 
make  the  collection  so  complete  that  this  biogr;  il  information  will  answer 
every  demand  made  upon  it  by  the  student,  and  trie  great  extent  of  the  woric 
makes  it  possible  in  this  course  to  merely  indicate  a  brief  classification  which  if 
chronologically  arranged  would  present  a  history  of  human  activity  in  the  field 
of  art,  literature  and  science. 

In  the  following  biographical  outline  we  have  merely  noted  a  few  names  in 
connection  with  the  classification.  This  list  may  be  added  to  as  you  refer  to  The 
New  Practical  Reference  Library.  In  the  biographies  you  will  find  the  most 
salient  points  in  each  career  have  been  touched,  and  no  person  can  arise  from  a 
perusal  of  cuch  lives  without  feeling  his  whole  mind  and  heart  made  better  and 
h^  best  resolutions  stren^ened ;  thus  it  is  impossible  to  say  where  a  good  ex< 
ample  may  not  reach,  or  where  it  will  end,  if  indeed  it  have  an  end. 

CUoefrfod  Uat 

Actors— Garrick,  Irving,  Booth,  Bernhardt,  Mansfield,  Marlowe,  Adams. 

Adventurers  and  Discoverers— Columbus,  Abnuai,  Cortez,  Livingstone,  Ma- 
gellan, Stanley,  Drake,  Kidd,  Peary,  Nansen. 

AiXHEMiSTS-r-Agrippa,  Bacon,  Paracelsus,  Lavoisier,  Priestly. 

Americans,  Great— Franklin,  Henry,  Washington,  Lincoln,  Garfield,  Lee,  Mc- 
Kinky. 

Anti-Slavery  Leaders — Wilberforce,  Garrison,  Phillips,  Fremont,  .Stanton. 

Artists— Giotto,  Schnorr,  Ruyadaal,  Copley,  West,  Vinci. 

Astronomers— Herschel,  Tydio  Brahe,  Kepler,  Newton,  Young,  Halley,  La- 
place, others. 

Authors — ^Horner,  Dante,  Luther,  Shakespeare,  Chaucer,  Bacon,  Milton,  Goethe, 
Cervantes,  Scott,  Dickens,  Tennyson,  Kipling,  Irving,  Bryan^,  Longfellow, 
HowelU,  Twain,  Riley,  Aldrich,  others. 

— 22s — 


^S^SSI'P^-^-  ■«-    H-nW*.  p^,.  p„,^  ^• 
}«««,»„,„«,  M^  oLS  ^'b^^T^.  B"i^in.  other. 

u^^„„«,  c™,»,„.,  ,,„^.,  ,^^^  -J. 

^.SiST'F^ff"'^'--'  ""^  B-.  C,  W,  Gi„^,  Mo,H.  W«„. 
«„„»«;  Mo»rt.  Kubdik.  '  """""ssohn,  Strauss,  Padere^.  Wa»- 

p"Ss*^.^"4^^'""'-  "'^''  <^''«^'  B—J-. 

Pmcimok,  Mgy  ryr^'  '^5"^.  Xavier.  Wvcliff...  w«Vv  Sn-,,^       ,-     , 


PwEsiwwTS— <See  litin.)  «... 

Pbihters— Guterfjorgr,  Caxton,  Euevir,  «n««»;.^^ 

Prisoners'  Friends— Vassar,  Howard,  Fry,  Nq^tn^iaie. 

PsTCHOUxasT— Arwtotk,  Berkely,  Cousin,  Hegel,  Hume.  • 

Rbformers— Stanton,  AnAony,  BlackweH.  Bloomer.       ^    ..       . 

Rbugious  Leamrs— Wydifie,  Luther,  Calvm,  Abbott,  Farklmrst. 

Rulers— Alexander,  King  Edward,  Loubet,  Diaz,  Nicholas  II. 

Scientists— Harvey,  Gesner,  Ray,  Buffon,  Cuvier,  Agassiz^^  Th«™«M 

ScuLPTORS-David,  Raphael,  Hosmer,  Powers,  Greeaough,  Donatdlo,  Thorwald- 

sen,  Phidias,  BarthoWi,  Saint  Gaudens. 
Social  Reformers— Adler,  Bradlaugh,  Gerry,  Debs,  Addams. 
SoLDiERS-Hannibal,  Caesar,  Cromwell,  Grant  J«:lMon,  Lee.         ^^ 
Statesmen— Bolingbroke,  Bismarck,  Davis,  Gladstone,  Lincoln,  Kanie. 
Teachers— Quintillian,  Erasmus,  Pestalozzi,  Mann,  Murray,  Parker. 
TuiPBRANCE  Advocates— Gough,  Willard,  others. 
Theologians— Zwingli,  Luther,  Xavier,  Huss,  i^amj^eU^  Beeeher. 
Warrimis— Washington,  Bonaparte,  Alfred  the  Great,  Charlenagne. 

Woman  Suffragists— Stanton,  Mott,  Anthony,  Bloomer.    

YouNC  Men,  Great— Handel,  Haydn.  Mozart,  Cervantes,  Pope. 


-■! 


Among  the  many  famous  women  whose  biographic  are  included  ta  The 
New  Practical  Reference  Library  we  submit  the  foBowing  list  fbr  your 

study: 

Cenci,  Beatrice. 


Adams,  Maude. 
Addams,  Jane. 
Akott,  Louisa  May. 
^itiiony,  Susan  B. 
Atpasia. 
Austen,  Jane. 
Barton,  Clara. 
Bernhardt,  Sara. 
Bonheur,  Rosa. 
Bremer,  Fredrika. 
Bronte,  Charlotte. 
Browning,  E.  B. 
Burdett-Coutts,  Baroness. 
Cary,  Alice  and  Phoebe. 
•Catharine  de  Medici. 
Catharine,  Empress. 


Christina,  Queen. 
Corday,  Charlotte. 
Dudevant,  Mme. 
Eliot,  George. 
Elizabeth,  Queen. 
Gould,  Helen. 
Grey,  Lady  Jai«. 
Howe,  Julia  Ward. 
Hypatia. 
Lind,  Jenny. 
Joan  of  Arc. 
Marlowe,  Julia. 
Marie  Antoinette. 
Maria  Theresa. 
Nightingale,  Florence. 


Ossoli,  Margaret  Fuller. 
Patti,  Mme. 
Pocahontas. 
Roland,  Mme. 
&ppho. 
Stael,  Mme.  de. 
Stowe,  Harriet  B. 
Victoria,  Queen. 
Victoria,  Queen. 
Ward,  Mrs.  Humphry. 
Washington,  Martha. 
Wilhelmina,  Queen. 
Wilkins,  Mary. 
Willard,  Frances  E. 


QUESTIONS. 
How  old  was  Queen  Victoria  when  she  ascended  die  tftrone?    How  many 
years  did  she  reign?    When  and  at  what  age  did  she  die? 

At  what  age  did      -    eteiina  become  queen  of  the  Netherlands? 

In  wSt  field  of  laoor  did  Frances  Willard  become  worid  famous?    Wheie 

''"  wis'^mL  HaTwiHard,  who  wrote  "Rocked  in  the  Cradle  o*  the  Deep," 

"''*Wh*atrrsSSeT£f  principal  productions  from  the  pen  of  Mrs.  Humphry 

—280— 


■m 


V«„a»r^'''*  "  "»"  B«*™'  »"  P«<*«~1  for  »5S,ooo  b,  Co»d« 
1-0  Si  o'^S^ihf  ^"*  ^"**'*'    8'  -*>«  «»!.  «a.  si,,  taptod 

.<  hi"  ;:SL?'2SS"°°  *■"  '"°*  '"^'  •«-  »  r«..  success  „d  ,i„  „«h 

QUESTIONS-BIOGRAPHY. 
AcTOKs  AND  Dramatists. 
^tZ,i\*^^  'Sf"^  regarded  as  an  actor? 

other  thM  acting?  ^       Bernhardt?    For  what  lines  of  work  is  she  noted 

What  are  the  principal  dr.„,as  of  Shakespeare  presented  today? 

Artists. 

H„tr        "°ss«ti  more  famous  as  a  poet  or  oainter? 
How  many  paintings  has  Rubens  produced'  ^ 

V^  rrRa'ofeP^"  ''.^  '"'^"  '^'-"^^  -  faultless? 

wStisvSJt      ^?^"**°'''^-     Name  three. 

FW  what  e£r^'^"''  ''"""^  P°'^^»''  Pai"ters? 
Before  PiTat?  SldT'^'"^^  ^"""^  ^"'  Rembrandt's  "Coppenol"  and  "Jesus 

What  sculptor  made  the  statue  of  "Liberty."  overlooking  New  York  harbor? 
Business  and  Industrial. 
comrS;"?"''"*  ''""'™«  ""'"^''^  °f  ™'«  of  railway  was  Jay  Gould  once  in 

wJS'is^Ses"?  mif%tl'"'r  '"'  >""-•"  the  huge  elephant? 

What  cai  y^u  VS\lfrej  K?J„^n^^T'"''''?''!  'l^'''  "^^  ^^  -"  ^ 

What  is  the  record  of  w/rioif^?'^!    f"""  ^''=*  '"  ''«  "-^^ed? 

At  what  apt  Sd  RockefriE  en  Jk''^-"'""^  commercial  lines? 

<!»— j-.j  ?:•.    "  KocKeieiier  enter  busmess  and  wbi^n  ^;a  u^  u— _-    ,      .    , 

— '"<itt:a  On  company  f  *  "  -  '-'^■'-■fiic  Iieaa  Of 

—231— 


Ji 


tb 


DlACaVUUtS  AND  ExVUWHtt. 


WlHt  fanoua  teavdi  mmkm  wu  vm^Ktakm  at  the  luggeation  aod  expense 
of  James  Gordon  BcMctt? 

How  did  it  tiappm  that  Ae  new  contincat  was  named  after  An^go 
Veapncci? 

Where  did  Andre  staet  on  his  balloen  e]q>editioa  to  the  North  Pole?  What 
was  ^  residt? 

In  what  cool  way  did  Balboa  appropriate  the  Pacific? 

What  were  the  education  and  the  early  tastes  at  Christopher  Colmnbus? 

Which  was  the  most  famous  of  Drake's  voyages? 

How  was  Vasca  da  Gama  rewarded  by  the  Poitaf;nese  govemment  for  being 
the  first  to  round  the  Oqie  of  Good  Hope  ? 

How  did  Livingstone  and  Stanley'  divide  the  field  of  discovery? 

How  much  nearer  the  pole  than  any  previous  e:qdorer  did  Nansea  arrive? 

What  are  the  dates  of  Peary's  three  Arctic  expedkions? 

From  w!ut  very  humble  origin  did  I jvingstone  m^e  his  way  to  fame  ? 

Name  some  of  the  notable  events  in  the  career  of  Daniel  Boooe. 

Educational. 

What  rank  does  William  R.  Harper  take  as  an  edocator? 

Along  what  lines  is  Booker  T.  Wufaington  working  in  the  education  of  the 
n^rro? 

Of  what  subject  was  Frances  WUlard  a  {aofesaor  in  Northwestern  Uni- 
versity? 

For  what  is  Euclid  noted?    Sir  IsaK  Newton? 

What  was  the  original  endowment  fund  of  tlie  Astor  Ubnry,  and  whitt  is 
the  size  of  the  library? 

For  vfhat  is  Leland  Stanford's  name  noted? 

How  did  Aristotle  believe  happiness  is  attained? 

What  was  the  great  good  in  life  and  the  grest  evil  according  to  Epknris? 

^ar  what  is  Willam  T.  Harris  distinguished? 

Of  what  famous  university  is  Arthur  T.  Hedley  the  head? 

Of  what  universitv  is  James  B.  Angell  president  ? 

What  is  the  plan  of  the  Carnegie  Institution  ?    Where  is  it  kicated? 

Who  founded  Harvard  University  and  when  ? 

Who  W3s  Horace  Mann?    Frances  Parker? 

What  ■Bwersity  has  for  its  head  E.  Benjanun  Andrews?  David  Slerr  Jor- 
dan? WoG*Bw  Witeon?  Edmund  J.  James?  Cyrus  Northrup?  Jaxab  Gould 
SdHinMi? 

HISTORICAL. 

At  what  oanual  a|^  did  George  Bancroft  enter  college  and  receive  hii 
doctor's  dupwT'? 

What  were  the  various  stages  of  emancipation? 

Fmn  what  social  class  was  Washington  descended  and  how  long  had  hi:i 
family  hisea  in  America? 

Whaie  <&1  Croesus  obtain  his  proverbial  weaMk? 

Who  was  Aurelins  Astfioniusr 

Wlnt  was  the  career  of  Gains  Marius? 

What  is  the  slary  of  Romulus  and  Remus? 

For  what  wm  Alfred  she  Great  especially  noted? 

Whca  did  KUdieser  IsrS  Su^s? 

—232— 


■i 


\J^t  WIS  the  unmual  combination  of  characteristics  in  Tiberi«-  reign? 
of  lift?     '*"        **"°^  °^  Frederick  Douglas  and  what  was  his  early  mode 

Who  was  the  first  premier  of  the  Dominion  of  Canada? 
What  was  the  far-reaching  object  of  Lycurgus? 

FvJ"l£!?^i*?-  '^"*!i'"  '^^  ^"'^  P™"  ''"*"  f°^  »>»  Quaker  opinions? 

For  what  parlamenury  acts  was  Sir  Robert  Peel  celebrated? 

What  were  the  great  events  in  Oliver  Cromwell's  life? 

Who  was  Chmese  Gordon  or  Gordon  Pasha" 

Who  was  Robin  Hood  and  his  followers" 

What  is  the  story  of  William  Tell? 

What  Presidents  of  the  United  States  have  been  assassinated? 

Inventors. 

who^Ss  waVh  coSt^S?^^  "^'  "^''  '"  '"^^  U"*'^^  States  and  from 
How  is  the  story  of  Thomas  Edison's  life  typically  American' 
What  IS  the  great  invention  of  George  Westinghouse  ? 

When  did  Howe  invent  the  sewing  machine' 
.nH  S?!  '^5''''?,^.'"^*«'ted  by  Eli  Whitney  has  been  the  means  of  the  saving 
and  making  of  millions  of  dollars  every  year?  «»»"«8 

Is  Bell,  the  inventor  of  the  telephone,  stiil  living? 

Who  is  Marconi?    What  is  his  important  discovery? 

Literature. 

(For  more  extended  list  of  writers  and  authors  see  Literature.^ 

What  is  regarded  as  Victor  Hugo's  best  novel? 

Of  what  nationality  is  Tolstoi? 

What  is  the  nature  of  Mark  Twain's  writings  ? 

Who  is  Ralph  Conner?     What  are  some  of  his  best  books' 

/'"'  "'•'a*  was  Louis  Honore  Frechette  noted?  Name  three  other  Canadian 

poets. 

Why  is  Edward  Everett  Hale  called  "the  American  Defot"? 
Of  what  nationality  was  Ibsen  ?    Tell  of  his  life  and  works 
For  what  humble  trade  did  Whittier  prepare  himself? 

Reugious. 

At  what  early  age  did  Moody  b^in  his  evangelical  woric  ? 

In  what  capacity  has  Dr.  Parkhurst  earned  his  fame  as  a  social  reformer' 

What  hfe  did  Peter  the  Hermit  lead  after  the  Crusades  ? 

For  what  is  Robert  Raikes  noted? 

With  what  university  is  Emil  G.  Hirsch  connected  ?    For  wbm  m  he  famous  ' 

Who  was  John  Huss?    What  noted  article  did  he  write - 

What  was  the  appearance  and  pefsmality  of  Phillips  Braokii ' 

Who  protected  Calvm  after  he  had  tonied  tertk  to  the  Rcwian  Catholic 
faith?    How  did  the  Calvinist  sect  arise?" 

From  what  circumstances  arose  the  tesm  "Quakeis"^ 

What  famous  duel  was  made  the  sabtect  of  one  af  Lynan  Beecfcer's  most 
noted  sermons? 

Of  what  religion  was  Zoroorter  the  laawkr? 


pi 

m 


i! 


n 


Of  wlnt  famous  educational  assetnUy  is  Bishop  Vincent  the  foonder? 

Who  was  Savonarola? 

To  what  form  of  religion  did  Voltaire  hold  in  denouncing  Christianity? 

In  what  way  was  the  Society  of  Jesuits  fotmed? 

When  did  Leo  XIII  become  pope  and  how  many  years  was  he  at  th#  head 
erf  the  Roman  Catholic  church? 

For  what  is  Bishop  Ireland  noted?    Bishop  Spalding?    Cardinal  Gibbons? 

What  distinctioa  did  the  Methodist  Episcopal  church  bestow  upon  Francis 
Asbury? 

In  what  year  did  Dowie  announce  himself  to  be  "Elijah  the  Restorer"? 

At  the  head  of  what  gteat  religious  and  charitable  movement  is  William 
Booth? 

Musicians. 

What  rank  does  Jan  Kubelik  take  as  a  violinist? 

From  what  common  afiUction  did  Handel  and  the  poet  Milton  suffer? 

To  what  king  was  Mendelssohn  appointed  musical  director? 

What  honor  was  conferred  upon  Mozart  at  the  age  of  six? 

What  is  Mme.  Noniica's  natwnality?    What  is  her  rank  as  a  singer? 

When  was  Sousa's  band  first  organized? 

For  what  is  Antonio  Stntdivari  noted? 

Thomas  was  the  musical  director  in  what  noted  fair? 

From  what  did  Wagner  select  his  subjects? 

How  is  Chopin  pronounced? 

Military  and  Navy. 

In  what  war  did  Grant  serve  in  every  battle  but  one? 

In  what  tragic  way  did  Montezuma  bring  death  upon  himself? 

What  did  General  Grant  owe  to  Richard  Yates? 

V/here  v  a;  General  Custer  defeated  and  killed  and  what  commemorates  the 
spot? 

What  pan  <!.  J  Rear  Admiral  Schley  play  in  the  war  with  Spam? 

When  «i.u  Dewey  become  an  admiral  ? 

When  did  General  Weyler  leave  Cuba? 

When  did  Funston  capture  Aguinaldo? 

Who  is  Captain  Dreyfus?  What  persecutions  has  he  been  nAjected  to  and 
why? 

Who  commanded  the  Invincible  Armada? 

In  what  famous  battle  were  the  Confederate  forces  successful  under  the 
leadership  of  Bragg? 

What  Japanese  leaders  won  fame  in  the  Russo-Japanese  war?  What  Russian 
leaders? 

In  what  lay  Lee's  wonderful  military  gemus? 

MiSCSLLANBOCS. 

For  whafis  Lyman  Abbott  noted? 

What  is  the  Hall  of  Fame?  Names  of  what  noted  Americans  have  been 
inscribed?    What  are  tlie  cOTditions  imposed? 

Who  is  Luther  Bwbank?    What  is  his  particular  line  of  work? 

How  does  Hull  House  rank  in  the  institutions  of  its  kind  in  the  United 
States?    Who  is  at  its  head? 

For  what  is  Henry  George  noted?  To  what  extent,  if  any,  have  his  ideas 
been  adopted? 

— 2S4— 


H'aJ^ti^J  ^""a  "J^°^^  *''•*  celebrated  cathedral  f 
How  did  Chester  A.  Arthur  serve  in  the  Civil  War? 

Philanthropists. 
^^^  What  is  the  wide  range  and  importance  of  George  Peabody's  phUanthropic 

^w  many  boys  and  girls  were  educated  by  George  William  ChiWs? 
What  generous  aid  did  Cecil  Rhodes  give 'to  theKHome^ute- cause? 

Philosophers. 

S^^4f'£^l'i,?'&P'±^^^^  "^^^  •*«"  """^t  powerfully  felt? 
wv^f  J,.V  iM    .  P        .P^y*^    Who  were  the  Seven  Wise  Men? 
What  was  Galileo's  most  important  discovery  ?   For  what  was  he  Persecuted  ? 
What  system  of  phi  osophy  did  Auguste  Comte  found?  per»«:uted? 

What  was  Socrates'  method  of  arriving  at  the  truth  ? 

POUTICAL. 

party^SJitS*?"'"'"  '''''  '*'^"'''  ""''"  •"""=  ''""  *»>«  '^''"^  vote  of  his 
For  what  was  Cleveland's  second  administration  memorable  > 
How^hT^  "•■'/  ^"^  '^''^  ^"*""  Van  Buren  enter  ^Htical  life? 

about?         "*  ^*""  ^''*''*^'  """P^^^^  "•^•"'"=»*'°"  fo^  tS.  p^esWency  come 
In  what  dramatic  episode  was  Henry  M.  Teller  the  leader? 

deatiH^cL^?         *""*  ^'^'^  "^^P^"""'  *°"-  P>**='"^  McKinley  in  the  presi- 
How  many  years  has  Joseph  G.  Cannon  served  in  Congress? 

^      ^  «4i*  y^'^y  ^.''^  J°''"  ^-  B^cl^enridge  once  the  candidate  for  the  nr..,; 
dency?    What  was  his  rank  in  the  Confederate  army ?    '=^°'°*"  ^^"^  *«  presi- 
How  many  times  was  Henry  Day  defeated  for  the  presidency?    Who*  •. 
his  famous  saying  in  this  connection?  presiaency .'    What  is 

When  did  Channccy  Depew  retire  from  a  railroad  presidency? 
Give  an  account  of  the  puWic  career  of  Theodore  Roosevelt  ' 

Rulers. 
For  what  is  Abdul  Hamid  noted? 

For  what  reasons  was  Marie  Antoinette  unpotmlar  with  tl«.  7r-w,t.  ~s-.  i      » 

When  was  the  title  "Empress  of  India"  cSfJd^X^Qu^V^SS^- 

succS*  "  ""^  '"""'  '^"^  ''  ^''^''''    O'  Norwayrv&drd^Srtalter 

unus:Sy°  ^Z^,l^nf  ^''^"  ^''^'^^•"'^  ^'  ^-^'^  -^  -"o  directed  her 
Which  of  the  RuccJan  n^i^rs  nanied  Ivan  was  caJkd  The  Terrihte"? 
Who  was  the  greatest  king  of  Scotland,  and  why?  ^emMe  ? 

—235— 


i<«i 


fill 


fid 


Over  what  celetinted  wonan  did  M«ry  I  trimivli  m  aMcnding  Um  throM? 
What  is  the  meMing  of  "HapttNirg"? 

Who  it  the  preaent  rukr  of  HoUuid?  > 

Who  wa*  Queen  Elizabeth'*  mother?  ' 

'  Tio  it  the  lultan  of  Twltcy?    Tell  of  his  relatlou  with  other  eouatriei. 

ky  was  George  IV  given  the  nickname  of  "First  Gcntkmao  of  Europe  ? 

"^at  are  the  characteristics  of  the  czar  of  Russia? 


SrATBSMBN  AMD  OkATOIS. 

In  what  two  cabinets  iias  Horace  Porter  served? 

When  did  John  Sherman  resign  his  position  as  secretary  of  state? 

Who  was  at  the  head  of  tfie  war  depwtroent  during  Lincotos  admmutra- 

°°  What  principle  dominated  Webster  through  all  hu  political  Ufe? 
What  was  Gladstone's  public  career? 
How  long  was  Lord  Rosebery  premier  of  England? 
Compare  personal  characteristics  of  Roosevelt  and  McKmley. 
How  is  John  Hay  regard^  as  a  diplomat?  .     ,  ,  .     ,    „,.   ,      _ 

Who  was  Paul  Kruger?    For  what  principles  was  he  fightmg?    What  were 

his  claracteristics?  ...  ,    ,       u  *  k..  *k. 

Who  is  Ito?    What  is  be  doing  for  his  country?    In  what  way  has  the 

United  Sutes  helped  him? 

What  were  the  leading  characteristics  of  Webster? 

What  relation  to  Napoleon  is  Secretary  of  the  Navy  Bonaparte? 

Who  is  La  FoUette?    For  what  work  is  he  prominent? 

What  speech  resulted  in  the  nomination  of  Bryan  to  the  presidency  m  1896? 

What  were  some  of  the  characteristics  of  Beecher  as  a  speaker? 


Patuotic. 

In  what  way  did  Congress  make  recognition  of  LaFayette's  services? 
What  is  the  interesting  memorial  in  hcmor  of  Kosciusko? 
Who  was  Robert  Emmet?    For  what  was  he  executed?  . 

What  part  in  affairs  of  Cdooial  times  did  Patrick  Henry  take?    What  is  his 

famous  saying? 

For  what  was  Joan  of  Arc  nrted? 

In  what  way  did  Florence  Nightingale  serve  her  country? 

Who  was  Tames  Lawrence?    When  did  he  utter  the  famous  words :      Don  t 
give  up  the  ship"? 

Scientific. 

For  what  is  Pasteur  noted?    Professor  and  Madam  Curie? 
By  whom  was  radium  discovered?  ,  ,  • 

What  is  liquid  air  and  its  uses?    Who  has  been  the  most  successful  experi- 
menter with  it?  1    ,    rrL    1.         _t    5 
What  are  the  principles  on  which  the  thermometer  works?    The  barometer.-' 

Who  invented  each? 

Who  is  Hiiaiij  Maxim  and  for  what  is  he  noted:  ^    >i  u  1 

What  deadly  explosive  was  invented  by  Alfred  Nobel?    What  are  the  Nobel 

prizes? 

—28*— 


ttet  owaUiid  kM  doM,  tkoa 


fttt- 


*,  or 


pnMmtlMfi)  tte 


-«rM»l* 


enOxSid't'?'^*?  jffi^S^^^  and  citified  index 

outline  on  Botant  wW«±^SS  SS?S«  ^1.^^'  T  »"??'>  herewith  «. 
the  title  Botany.    To  nakT^^tS  S^^.    J^  "'^'^''^  '**'**<*  ''^  w»y  «* 
Botany  he  would  be  S-d  toThl  oST'    "iJ?  P*'**"  "■*^*  »^  "rticte  on 
article  on  Pi^Nra  te  Jh  hi  Ifo  J^  »  ^u*''*  on  Plants.    When  he  re«b  the 
etc    He  nS^£  re^,;  ^  5^  .^d  "^AN^J'Sd^aiS'L'lf '  "^^'^^^ 
to  Classification.   Under  Cu^mcATioVh,  »^ii^-i  *'"  ^'l*  "°"  reference 
Species  and  Variety.    Wh^e£.^<?.r   ^'^  '"^  reference,  to  G«no8, 
Botany,  find  artid  J  on  SuIe  M^^Di^™-,  w*  n  "*^  *°,*«  "*^ 
named  he  will  find  referencS  to  PuScSov  P-.^-t  Bacteua.    In  the  tut 
erence  which  leads  intoKTciNE:   K^^J^lI^u*'''*^*™'''  **«•  w»h  *  ref - 
you  wiU  note  Conifm^    uS  A^?u^'^^,^  P^  to  cross  reference  14, 
are  mentioned  by  naS:^NS?that*?de%«.'^  miportant  cone-bearing  tree, 
of  pine,  which  cirr««  ymiSo  hiM^^F^^i:'^ ttl^  ""^.^  !»««««• 
further  cross  references  "-"""»  *™  Fomstky,  where  you  might  find  stiU 

a  vai^s?sis.;;Sh-^^taSx^rv.'*r'  *°  *^  •^s-'  -  ^'^  -^ 

very  interesting.  workVf  «l^rr^^«  Lt  *  T  "ir.cross  references  and  how 
RBWMfCESJiv         ^^^  ""^  •^°™*  ''y  "^^  The  New  Peactical 


I.    Plant 

(a)  Stems 

(b)  Leaves 

(c)  Fruits 

(d)  Flowers 

(e)  Pollen 

(f)  Seeds 
a-    Classification 

(a)  Genus 

(b)  Spedes 

(c)  Variety 
3-    Slime  Molds 
4*    Diatom 

5-    Bacteria 

(a)  Putrefactiwi 

(b)  Fenaentatinn 

(c)  AiMisqrtks 
(I)  Stugery 


BOTANY. 

(d)  Germ  Theory  of  Disease 
,  (e)  Medicine 

6. 

Molds 

7- 

Rusts 

& 

Yeasts 

9. 
10. 

Aleae 
Lichens 

II. 

Mosses 

13. 

Ferns 

13. 

QubMoss 

14. 

Coniferae 

(a)  Cypreu 

(b)  Fir 

(c)  Hemlock 

(d)  Laidi 

(e)  Pine 

(I)  Tar 

(»)  Turpentine 

17. 


I& 


(3)  Forest* 
(a)  Fortstiy 

(4)  Liimb«r 
U)  Saw 

({)  Sequoia 
(i)  Redwood 

Cycwb 
Graates 
Paltni 
fa)  Cabbage  Palm 
lb)  Coeoanut 
(c)  Date 

Doum  Pabn 
Ivoiy  Palm 
Palmetto 
ig)  Pabnyra  Pabn 

(i)  Tdtoot  Pabn 
Famuy 


19.    Ofcbids 
*x    Ctudfarac 

(a)  Mtittard  Family         / 
tl.    L^^umfawaac  (Pulae  Famtlgr) 

a)  ladifo 

b)  Peanut 

c)  Bean 

d)  Caaaia 
t)  Acada 
f)  dorer 

aa.    Lablatae  (Mfait  Family) 
33.    Cdmpoaitae 

(a)  Arnica 

(b)  Aater 

(c)  Cbrynnthemum 

(d)  Dahlia 

(e)  Daiay 

(f)  Gokknrod 

(g)  Lettuce 
(h)  Tanay 
(i)  Thittk 


IV. 


I.    Uses. 

I.  Primary. 

a.  Pifodttce  seeds. 
3.  Secondary. 

a.  Beautifying  earth. 

b.  Commercial  purposes. 

IL    PAars.  V. 

1.  Calyx. 
a.  CoroUa. 

3.  Stamens. 

a.  Filament 

b.  Anther. 

c.  Pollen. 

4.  Pistils. 

a.  Ovules. 

b.  Stcm-ityle.  VI. 

c.  Stigma.  VII. 
III.    Variations. 

I.  Construction. 
3.  Forms. 
3.  Colors. 

^  vin. 


Cin-TIVATIOK. 

I.  Methods. 

a.  Landscape  gardening. 

b.  Conservatories,  hot 

houses. 

c.  Nurseries,  etc. 
National  and  Statb  Flowers. 

I.  Significance. 

a.  Denote   feelings   and 

characteristics     of 
nations. 

b.  Influence, 
a.  Countries. 

a.  United  States. 

b.  Foreign  countries. 
Language  op  Flowers. 

CoMIfERaAU 

I.  Manufacture  of  artificial 

flowers. 
3.  Supplying  markets  with 

shrubs  and  flowers. 
Colored  Plate. 


QUESTIONS. 

What  is  the  great  fact  in  the  life  of  the  flower? 

Why  is  it  necessary  that  birds  and  insects  should  be  attracted  to  the  flowers? 
By  what  means  are  birds  and  insects  so  attracted  f 

F<om  the  color  plate  illustrating  flowers,  how  many  varieties  do  you  find 
common  to  your  garden?   To  your  nearest  greenhouse? 

—238— 


Name  and  dcscnbe  a  doacn  different  Unda  of  flowcra  of  your  "*<gMwriwod. 
How  many  thpunod  apcdea  of  orehida  ait  known?  ««B»«>rnooa 

W?"  **°  o«hW«  grow  wild  in  the  forcaU? 
What  are  tome  of  the  peculiar  ahapea  of  orehida? 
What  city  leads  in  the  manufacture  of  arti&:ial  flowcra? 

nnJ^JlTZJT''  everyday  obaervation.  for  what  would  you  aay  artificial 
Bowers  were  most  generally  used?  ■•»"»».•« 

When  and  where  did  the  Language  of  Flowers  orisinata? 
What  is  your  state  flower?  •»«»••  f 

What  ia  the  calyx? 

yfhy  ia  the  corolla  usually  highly  colored? 
Where  do  you  find  the  pollen  hi  the  flower  and  of  what  use  ia  it? 
From  what  country  does  the  lotus  come? 
What  do  the  natives  of  India  believe  of  the  lotus? 
What  flower  is  the  emblem  of  Persia? 
What  country  has  the  fleur  de  lis  for  a  national  flower? 
<^^^l«t  IS  the  national  flower  of  the  Unhed  States?    How  and  when  was  it 

What  flower  often  assumes  the  forms  of  reptiles  and  insccta? 
From  what  flower  do  we  get  the  vaniUa? 
What  flower  is  the  emblem  of  Japan? 
How  are  the  state  flowers  adopted  ? 

Oi  ^Y^rk}' Ty^y '^''' ''"'^'''    Of  Louisiana?    Of  Indiana? 

Wiat  species  of  the  chrysanthemum  are  common  weeds  in  Britain? 

C^what  was  the  daisy  the  emblem  in  the  days  of  chivalry? 

What  IS  the  universal  significance  of  the  forget-me-not? 

What  IS  the  pedlar  name  of  geranium? 
^^What  ancient  people  sent  holly  with  New  Year-a  gifU  as  emblems  of  good 

Where  has  ivy  been  held  sacred? 

Narcissus,  according  to  the  Creeks,  was  changed  into  what  flower? 

wnat  kmd  of  plant  is  the  sun  dew? 

Of  what  was  the  myrtle  an  emblem  at  Athena? 


QUESTIONS-BOTANY. 

Who  is  the  Father  of  Botany? 

In  what  way  did  Darwin's  theories  and  discoveries  revolutionize  botany  f 

Ofwhat  plant  m  particuUr  did  he  make  a  study?  ^ 

.  ,    y°*^",f°!}^\   Why  is  it  produced  in  such  abundance?    How  do  insect, 
help  m  the  fertilization  of  flowers?  ^"* 

Wiat  are  some  of  the  nathods  by  which  seeds  are  scattered?    Whv  are 
they  oroduccd  in  such  abundance?  «:«werear    wny  are 

What  are  parasites  in  the  plant  world?    Give  examples 

uS**  '"•*™"'*°*  *'<•*  materially  in  the  study  of  botany? 
end?         "*  '**^  arranged  on  a  plant  in  a  certain  order  and  always  to  what 

i.nwSS*K"**?'**P''/"'   What  important  work  does  it  do  for  the  pUnt?   What 
^SL*^  ""^^  Pi*"*"  **'''  •"  '^'*«°*c  «=•<»  ««  *nd  give  off  oxVgen  ? 
wnat  u  meant  by  germination?    Upon  what  does  it  depend? 


iflHiiKrfi 


MKMCorr  MSOuniON  tbt  chart 

(ANSI  and  ISO  TEST  CHART  No.  2) 


_J  /APPLIED  IM/<3E    Inc 

^^  1653  East  Main  StrMt 

P'.S  Rochester,  New  York        14e09       USA 

'■as:  (716)  482 -0300- Photw 

^B  (716)  2BS'59B9-Fu 


How  many  different  species  of  palms  are  there?  What  are  their  main  char- 
acteristics?   Name  three  well-known  varieties. 

What  is  the  meanine  of  the  word  "coniferae"?  Describe  the  general  charac- 
teristics of  the  pine  family. 

What  foods  are  produced  by  the  leguminosse  order? 

What  common  vegetables  are  produced  by  the  mustard  family  or  cruciferc? 

Of  what  aid  are  bacteria  to  plant  life?    What  injury?  > 

Where  are  lichens  found  in  greatest  variety?  What  is  their  chief  use? 
Describe  their  growth. 

What  are  fungi?    Characteristics?    Number  of  species? 

How  many  known  species  in  the  family  compositae?  Of  what  do  they  con- 
sist? 

What  are  the  principal  uses  of  moss?     Where  grown? 

Why  are  orchids  favorite  plants?    Where  are  they  found? 

How  do  the  following  injure  the  plant:    Molds,  rusts,  fungi,  etc.? 

What  are  cotyledons?    Dicotyledons?    Monoccytyledons? 

What  is  known  of  the  diseases  of  plants?  What  havoc  do  insects  and  worms 
play  in  the  plant  workl? 


INTERESTING  FACTS. 

Plants  absorb  water  through  their  roots,  and  give  it  off  through  their  leaves. 
The  amount  of  water  absorbed  and  given  off  is  almost  beyond  belief. 

In  order  to  prevent  wilting,  the  rise  of  sap  during  the  life  of  the  leaf  must 
have  kept  pace  with  the  evaporation  from  its  surface.  The  total  amount  of  water 
that  travels  through  the  roots,  stems,  and  leaves  of  most  seed-plants  during  their 
lifetime  is  large,  relative  to  the  weight  of  the  plant  itself.  During  173  days  of 
growth  a  corn-plant  has  been  found  to  give  off  nearly  31  pounds  of  water.  During 
140  days  of  growth  a  sunffower-plant  gave  off  about  145  pounds.  A  grass-plant 
has  been  found  to  give  off  its  own  weight  of  water  every  twenty-four  hoiu-s  ?n  hot, 
dry  summer  weather.  This  would  maJce  about  6  1/2  tons  per  acre  every  twenty- 
four  hours  for  an  ordinary  grass-field,  or  rather  over  2,200  pounds  of  water  for  a 
Geld  50x150  feet,  that  is,  not  larger  than  a  good-sized  city  lot.  Calculations  based 
on  observations  made  by  the  Austrian  forest  experiment  stations  showed  that  a 
birch  tree  with  200,000  leaves,  standing  in  open  ground,  transpired  on  hot  summer 
days  from  700  to  900  poimds  of  water,  while  at  other  times  the  amount  transpired 
was  probably  not  more  than  18  to  20  pounds. 

Meadow  hay  contains  about  two  per  cent  of  potash,  or  2,000  parts  in  100,000, 
while  the  soil-water  of  a  good  soil  does  not  contam  more  than  one-half  of  one  per 
cent,  or  one-half  lart  in  100,000  parts.  It  would  therefore  take  4,000  tons  of 
such  water  to  furnish  the  potash  for  one  ton  of  hay.  The  water  which  the  root- 
hairs  take  up  must,  however,  contain  far  more  potash  than  is  assumed  in  the 
calculation  above  given,  so  that  the  amount  of  water  actually  used  in  the  growth 
of  a  ton  of  bay  cannot  be  much  more  than  260  tons. 


wkkk  tMchM 


^  *»'k  •  itadtnt  does  ii  that 
Um  tto  loT*  of  work  ud  itudr. 
—Biikop  SpMKmf. 


Common  Subjects 


of  wSr/SmtcHf^^'^rsuri'tr  •"  '^'""P'^'  ""'^-  "«««<'«  was  made 
The  woA  alo"g  this  iL;  rrHETwTRAcnc!;L*L'Kr.  ^t*"""  Subjects." 

of  material,  etc.  processes  of  manufacture,  sources 

prodSSVaiSdS  iSe  S?  ?he^  °?w^*^'"?  k'**^""^.  "^««  t°  w^ch  the  by- 
.ion  of  rags,  stSw  S    into  naoJr  Z'^l°l  »>"ttons  from  blood,  the  conver- 

needles,  pTns.  etc. ;  \hTiti£^Tf'the  bTs^tTU^^^^^^  'T'""^'  T'?'"' 
everyday  articles,  the  use  of  which  irn^r?..;!,,  *  '  r  '  ^'5'  °*  an'ma's  into 
of  the  sburce  or  methodfof  mJnufac^ur^hpf^  ^Tl'i?"'  *°  ^^'^  '*"*^^"t'  *o"gh 
us  a  sense  of  satisf?<S7toZotta7th: 'Sc^rta^^^^  '''"  f'  4' 
whenever  occasion  arises  may  consult  The  New  P»I'r-x!^.    o  °    ^""*'  "*<'«'' 

.«Jf:to^V"irst;  is;4  ^f """'"  °'  *^"  "''«• " 


U.    S.    GOVERNUEKT    IN- 
SPECTION. 

Requirements. 
How  enforcni. 
When  effectiye. 
Results. 
Refuqbkation. 
Railroads. 
SteunshiiM. 
Ckntbks. 
Name  four. 

I. 

a; 

3* 

4. 


By-P«<m)ucts. 
Horns. 
Hoofs. 

Combs. 

Buttons. 

Knife  handles. 

Glue. 

Soap. 

Oils. 
Hair. 
Wool. 
Bristles. 
Hides. 
B2ood,  etc. 

—mi- 


Processes. 

Transporting  stock. 

Unloading. 

Killing. 

Dressing. 

Cooling. 
Products. 

Fresh  meats. 

Salt  meats. 

Smoked  meats. 

Urd. 

T^Iow. 

Canned  beef. 

Sausage,  etc. 


QUESTIONS. 

How  many  hogs  are  slaughtered  every  minute  in  the  Chicago  packing 
houses? 

Are  cattle  given  any  rest  after  reaching  the  stockyards  before  being  slaugh- 
tered? 

How  long  does  it  take  to  cool  pork  in  the  cooling  room?  Beeves?  ,What 
b  Ihe  temperature  ? 

What  is  done  to  make  the  meat  more  tender? 

What  are  the  leading  packing  centers  of  the  country? 

Of  what  does  the  late  government  meat  inspection  consist? 

What  is  an  abattoir? 

How  many  minutes  docs  it  require  to  kill  and  dress  a  hog?    A  steer? 

How  is  fresh  meat  shipped  from  Chicago  or  other  packing  centers  to  Euro- 
pean cities? 

What  is  the  value  of  hogs'  bristles  exported  each  year? 

How  many  million  cattle  are  slaughtered  in  the  United  SUtes  every  year? 
How  many  sheep?    Hogs? 


History. 
Origin. 
First  Use. 

a.  China. 

b.  Continent  of 

Europe. 

c.  England. 

d.  Umted  Sutes. 

Manufacture. 

I.  Materials: 
L.-ien  r?gs. 
Cotton  rags. 


paper 

Wood  pulp. 
Wood  fiber. 
Wheat  straw. 
Com  husks. 
Hemp. 
Esparto. 
Jute. 

Silk  (in  small 
quantities.) 
Processes : 
Grinding. 
Bleaching. 
Coloring. 

QUESTIONS. 


Changing  pulp  to 

paper. 
Calendering. 
Varieties. 
Woven. 
Laid. 
Bond. 
Linen. 
Manila. 
Japanese. 
Indian. 
Uses. 
Name  five. 


From  what  does  paper  take  its  name?    Why? 

To  whom  is  credit  given  for  the  discovery  of  paper-making? 

How  many  centuries  before  Christ  was  the  art  known? 

Name  three  of  the  most  important  and  valuable  uses  to  which  ^..^per  is  put. 
Why  your  answer?  .,    u 

When  and  where  was  the  first  paper  mill  in  the  United  States  started?    How 
does  the  United  Sutes  now  rank  in  its  manufacture? 

From  what  is  the  paper  of  the  qewspapers  made? 
ing  tablet? 

Describe  m  detail  how  rags  are  made  into  paper. 

•emble?  ^  ,     '.         , 

Describe  the  various  sections  and  functions  ot 

machine. 

How  is  the  water-mark  made?  ....       ,  ., 

What  is  the  best  quality  of  paper?    For  what  is  it  largely  used? 

paper  is  hand-made? 

'^  —242— 


The  paper  of  your  writ- 

What  does  the  pulp  re- 

a  modern  paper-making 

What 


euso 


I. 


Kinds. 
Plate. 
Flint. 
Crown. 
Cut. 
Colored. 
See  color 
plate. 
Stained. 


n. 


History. 
Egypt. 
Oreece. 
England. 
United 
Sutes. 


III.  Manufac- 
ture AND  IN- 
GREDIENTS. 

Fuel. 

Furnace. 
Shape. 
Capacity 
Pots. 

Sand. 

Soda. 

lime. 

Potash. 


QUESTIONS. 


IV.  Sbaping. 
Blowing. 

Bottles. 

Vases. 

Window 
glass. 
Pressing. 

Table- 
ware. 
Casting. 

Plate 
glass. 

V.  Color 
Plate. 

WIttt  is  glass?    When  was  the  discovery  made? 
g  ^In  what  country  were  specimens  of  glass' discovered  made  as  early  as  aooo 

When  and  where  was  glass  first  used  for  windows? 

wtt  I    mT''^  '"  *''*  '"™>«  '"  making  glass? 
Why  should  the  raw  materials  be  pure? 
How  IS  coloring  in  glass  introduced? 

Whs*  tools  does  a  glass-blower  use?  ^ 

To  what  IS  due  the  softness  and  brilliancy  of  plate  glass? 

How  IS  lettering  placed  on  bottles? 


I. 


II. 


Campbor 

Descri/hon. 
I.  What  is  camphor? 
a.  What  tree  produces  it? 
3.  Product  of  what  countries? 
4-  Prepared  chiefly  in  what  island? 

fi  vuTI  '!•,**'*  l"'8rht.of  the  Borneo  camphor  iree? 
6.  What  other  plants  yield  it? 
Uses. 
!•  As  a  stimulant. 

a.  Internal. 

b.  External 
a.  As  a  poison. 

3-  As  a  preservative. 

— Si3— 


dmimmi 


I. 


II. 


III. 


IV. 


Stem. 

I.  What  is  the  height  of  the  plant? 
a.  How  is  the  stem  formed? 
Leaves.  ; 

I.  How  many  feet  long  are  the  leaves?    How  many  wide?    Used  fot- 

what? 
3.  Ribs. 
3.  Veins. 

^'''IjOWEHS. 

1.  How  long  do  the  spikes  of  the  flowers  grow? 

2.  Do  the  flowers  blossom  with  their  faces  toward  the  ground  or  up- 

wanl? 
Fruit. 

1.  Which  way  does  the  fruit  turn? 

2.  How  many  pounds  does  a  bunch  of  bananas  weigh? 

3.  What  countries  ship  enormous  quantities  of  the  fruit  to  the  United 

States? 

4.  How  is  a  bunch  of  bananas  hung  in  the  fruit  store? 


0rkk 


II. 


Mahufacture. 

1.  Material  used. 

2.  Process  of  making. 

3.  Brick-making  of  early  times. 
Varieties. 

1.  Pressed  brick. 
Fire  brick. 

Pavement  brick  or  vitrified  brick. 
Hollow  tiles. 


2. 

3- 
4- 


III.    Size  of  Brick. 

1.  Length. 

2.  Width. 

3  Thickness. 
IV.    Uses  of  Brick. 

1.  Buildings. 

2.  Foundations. 

3.  Sewers. 

4.  Cisterns. 

5.  Pavements,  etc. 


CdRRELATED  Subjects:    Brick-Laying;  Clay;  Tile. 

QUESTIONS. 

How  naanv  kinds  of  brick  are  found  in  your  neighborhood  ?    Name  them. 

Of  what  .s  brick  made?    In  what  way  are  bricks  dried? 

In  what  ancient  countries  have  sun-dried  bricks  been  found? 

Why  are  some  of  these  bricks  of  great  historic  value? 

By  whom  was  the  art  of  brick-making  introduced  into  England? 

What  kind  of  clay  should  be  selected  for  the  making  of  brick?    What  pro- 
portion of  sand  should  it  contain  ?    Why  is  this  necessary?    How  are  bricks  cut ? 

Why  are  some  bricks  re-pressed? 

How  many  bricks  will  a  good  machine  make  in  a  dayr 

Describe  a  brick-kiln.    What  is  meant  by  "firing?"    How  many  days  does 
this  require? 

Where  are  brickyards  found?  ...  .     .     t-  .    ^  0        ■> 

Where  are  the  greatest  centers  of  the  bnck  industry  m  the  United  States? 

How  many  brides  does  our  country  produce  a  year? 

What  is  the  value  of  this  product? 

Which  va-iety  of  brick  outnumbers  all  other  styles? 

What  is  presstd  brick ?   Why  is  fire  brick  so  called? 

— 84t- 


I.     DtWNlTION.  ...  "^*^'«^A»' RSFMENCE  LlBIMUY. 


EaSTWN  NATIOHa. 

I-  Chinese. 

0.  Uiw.  accords  with  what? 
c.  Uboren  dress  how? 

».  Style. 

b.  Garments  worn. 

3.  Ind%.^"~'^"  ^«»»- 
a.  Sfvle. 
b-  Ma. -rials. 


V. 


DtWNlTION. 

I.  General  meamW. 

'•  %ypt 

a-  Style, 

b.  Articles. 

c.  Materials. 
*  Assyria. 

a.  Style. 

b.  Materials. 

3.  GriJ*'^"«^»- 

a.  Style. 

b.  Articles. 

Chiton. 

IV.    Eukop^knSJ. 
'•  Middle  Ages. 

a.  Men. 

Cloaks. 
O**"""  articles. 

b.  Wo^°'-    ^"^^ 

Articles. 
Style 
''  ^°^  ofMiddle  Ages. 

a.  What  radical  change,  i„  style? 

c.  Wo^r'^"*'  -*  "ow?    How  many?    What  materialsP 
3.  Si.e^^^5::;^S;- .. 
a.  Excessive  extravagance      '^''• 
*-eaders  of  fashion. 

Follow  style  of  ^,^ 
What  articles  worn?  ^ 

BA«aAK,us  Na"ons^  '~"  ^^  *°  y^'^ 
I-  American  Indian. 
*•  £skimo. 

3- Negro  tribes  of  Africa. 


f  .1 


QUESTIONS. 

Judging  from  colored  phtet,  wh»t  would  be  your  objection  to  ancient  ip- 
parel?    In  what  way*  does  it  recommend  itwlf? 

In  what  ways  is  the  modem  dress  of  men  superior  to  the  ancient  r    , 
Were  the  men  of  ancient  times  handicapped  by  such  apparel?    Give  reason 

'  ^d  the  garment  in  ancient  days  depend  in  any  way  upon  the  work  per- 
formed?   Does  it  in  modem  times? 

What  is  the  costume  known  as  the  Louis  XIV  style?  Did  men  and  women 
in  the  United  States  ever  follow  this  style?    If  «o,  when  and  where? 

What  is  the  dress  of  the  American  Indian?    Eskimo?    Highland  Scot? 

Tell  what  the  followirij  ire  and  when  wom  and  by  what  sex,  what  nation: 
Chiton,  himation,  peplos,  toga,  tunic,  doublet,  etc.  .       t> 

What  quality  of  materials  is  wom  by  Chinese  and  Japanese  of  rankf 

Who  were  the  first  people  to  fit  the  clothing? 

What  nations  can  be  said  to  have  wom  classic  styles? 

Observing  the  colored  plates,  compare  the  styles  of  the  German  and  LngUsh 
ladies  of  the  seventeenth  Century.    Which  is  the  more  substantial  and  serviceable? 

Judging  from  the  colored  plates  I  and  II.  what  is  the  chief  difference  in 
cut  of  gamTents  of  ancient- and  of  modem  times?  Which  is  the  simpler?  Can 
each  style  be  designated  as  extreme  in  character? 

Athletics  has  a  tendency  to  create  what  styles  m  dress? 

What  is  known  as  the  colonial  style  of  dress?  ,    .   ^         ^    i 

The  styles  of  United  States  as  a  general  rule  follow  those  of  what  country? 

*  What'are  «ie  principal  cities  of  fashion  in  United  Sutes?    In  Europe? 
What  nation  of  Europe  leads  in  styles  of  dress? 


ClotlM  and  Ctothfn!} 


5.  Flax. 

6.  Hemp. 


7.  Hides. 

8.  Rubber. 


9.  Feathers. 
10.  Bone,  Pearl,  etc. 


II. 


III. 


IV. 


Materials— Raw. 

1.  Silk.       3.  Cotton. 

2.  Wool,    4.  Fur. 
Preparation. 

1.  Raw  Articles.  , 

a.  Where  and  how  obtained. 

b.  Rough  processes  for  local  markets. 

2.  Manufacture.  .         .    .        .      . 

a.  Methods— spinning,  weaving,  dyeing,  tnnmg,  etc 

b.  Placing  product  on  world's  marke"  ^. 

Factories. 
I.  Location. 

''  ^'^"cirths  -All  colors,  weaves,  qualities,  quantities  of  silk,  woolen, 

linen,  cotton,  etc.  ,    ,  .      t    ^1.  **— 

b  Qothine— Ready-made  wearing  apparel  of  fur,  leattier,  cotton, 
silk  and  woolen  goods,  feathers,  robber,  linen,  bone,  pearl, 
etc. 

Markets. 

1.  Wholesale. 

2.  Retail. 


QUESTIONS. 

lSL  cir'"".*^*  ^'"«"  °'  •  p'^  o'  cloth? 

Cbnttated  Subject.:    See  different  raw  material,  mentioned. 

QUESTIONS.-LnATHEii 
How  are  the  .kin.  of  animals  made  into  leather? 

leather  *'"*""'«'«'«'«'•  "^de?    How  i.  morocco  leather  made?    Patent 
*i«  DUK  01  What  well-known  tree  is  used  fa  tanning? 


-847— 


eiig 


I.     SOURCET. 

I.  Sugar  Cane. 

a.  Where  grown? 

Foreign. 

United  States. 
k  DeKrq>tion. 

Height. 

Leaves. 

Resembles  what  plant? 

c.  Sugar  mills. 

Processes. 
Crashing  stalks. 
Reduction  of  sap. 
Ref.jing,  etc.   . 

d.  Produeta. 

Granulated  sugar. 
Loaf  sugar. 
Brown  or  raw  sugar, 
a.  Beeto. 

a.  Where  (prown? 

Fe^ign. 
United  States. 

b.  Sugar  factories. 

Processes. 
Slicing  beets. 
Drawmg  juice. 
Refining,  etc. 

3.  Maple  Sap. 

a.  Where  produced? 

b.  Season. 

c.  Securing  sap. 

d.  Sugar-making  (see  sugar  cane). 

e.  Flavor,  value,  etc 

4.  Sorghum. 

a.  Resembles  what  pteit? 

b.  Process  (see  sugar  cane). 

c.  Product 

Syrup. 

Sugar— net  of  commercial  importance. 
IL    Sugar  REnNERiss. 
I.  Location  of. 
a.  Work  of  refining. 

3.  Annual  output  cane  sugar,  beet  sugar. 

4.  United  States, 
a.. Annual  output  of  cane  sugar. 

Annual  output  of  beet  sugar. 
Annual  consumption  of  sugar. 
Annual  importation  of  sugar. 
A^ual  consumption  of  individual. 
in.    By-Products. 

I.  Mohuses  and  Syrups, 
a.  Sorghum. 


b. 
t. 
d. 

e. 


IV. 


V. 


b.  New  Orlewii  mc'uatt 
*  BagaMc.    How  uied? 

I.  Food, 
a.  Medicine. 

COUPAKiaON. 

I-  One  ton  cu.e  prodvcea? 
a.  One  ton  beeti  produces  ? 
3.  Four  fKUou  maple  .^p  ^^oduce? 

QUESTIONS.-SuoAi. 

We.t;j^rcrirei.°ilirneT  "-'^  "^  •  ♦-  -'  ^»»'    Fro„.  .  ton  of 
Sut«  r  """"^  "^^^^  °'  '•*•'  •«  «^  to  each  individu.1  yearly  in  the  United 

pi:  iiVr^VSadTp  '•"^  "-'^  '"—»-'»■  -^r  ««.  or  „»p,e  „p  p 

H^w'LTbST^'rK.Sl^'TreX  '^^  iC.the  United  Sute.? 

What  ittge  of  the  work  do  they  hSdfc?  *'"*  P'"*"*^  ^°  ♦'^X  work? 

UnitS'SaSsT  *'^"'""  **'  »«»  o'  •>««•"«"   ^re  produced  yearly  in  the 
Its  pJS?«J"?'*^  *•*'  "^  "'  •"■?'«  "«»'?    What  .ute.  in  the  Union  lead  i„ 

\^!  'iryS^l  ^^  "  ~*  '^  ?"•  »«'taWe  for  sugar  ? 

What  5,,.„?.  ,ea?i„  rhe"n5si^o'f  .^^^  il^J'p  ''^«=*  "P°"  *»«  «>odT 

a|Sf'U!StSS;.KSil«^o--- 

Sffttii!S3r5,rc2ith*5lVr^^  -^^  »^*  »'  -,er  c.i„»te.P 

Why  w  maple  sugar  so  highly  pn^xed"^  """  '"  ""POrtant  /actor? 

^J/hat  ..  done  with  the  beetsafter  ext«ction  of  the  sugar?    With  the  ca« 

VTMit  vegetables  omSn  sSnr?    wC  ^;^V\^^^^^**  '««>? 
Think  carefully  of  the  different  Iriri.    t^K' "    l'*^*  "<1"*<1»? 
contain  sugJiSZL  fo^f"' '""'''  °'  '«^  "<>  «««rtain  ho 


^L 


f'em 


many  of 


aiit 


SOUBCES. 

In  ho7^y?SplS*a;J'1^;^;L^""  salt  and  «,gar  other  th«,  fa  taste? 


"  woTted  for  tha  pMt  dx  MntwKt. 
—84ft— 


■U*  o*  CtlniM   aie 


Where  ii  wit  extracted  from  sea  water,  pnncipally  produced? 

By  what  proceaa  of  drying  is  the  pureat  variety  produced? 

What  is  salt  made  from  Ka  water  generally  called? 

From  what  source  is  the  most  salt  produced?  ,.,    c  u  «.Ai  i,om 

Where  in  the  United  SUtes  would  you  find  rock  salt?    Salt  mad*  from 

*'*"'??  whaT'inland  sUte  U  found  a  lake  whose  waters  yield  fourteen  pinU  of 
salt  to  every  five  gaUons  evaporated? 

Usia. 

For  seasoning. 

For  preserving. 

For  glazing  pottery. 

For  hardening  soaps,  clearing  glass,  etc. 

For  what  has  salt  been  used  since  the  earliest  times  f 

What  is  it  used  for  in  manufacturing? 

Of  what  chemicals  is  it  the  chief  source? 
SouBCBi  or  Supply. 

Foreign  Countries. 

^"^I^MkW^.      cUtah.  «•  New  York.        g.  Pennsylvania. 

b.  Ka..slrs.         d.  Loulstana.         f.  Ohio.  h.  lllmois. 

Where  wtre  salt  mines  worked  extensively  m  the  twelfth  century  and  for 
what  are  they  famous?  „l    tt  -^j 

What  is  the  leading  salt-producmg  state  m  the  Union  ? 
What  was  the  total  production  in  the  United  Stotes  in  190a? 
To  what  remarkable  depth  have  the  mines  near  Saginaw  Bay,  Michigan, 

'**"wh?rl  is  there  an  island  of  144  *cres  of  pure  salt?    How  many  tons  is  it 

••**'WW.  «U  «mnj      .wo  cents  per  pound  what  would  be  the  value  per  acre 

°'  *On"wllt^iver's  tank  in  Nevada  is  there  a  bluff  of  salt  twenty-five  miles 
k»g? 

MISCELLANFXDUS  QUESTIONS. 

Under  the  letter  "A"  in  The  New  Practical  Reference  Library  we  have 
selected  at  random  a  few  questions  given  below  to  which  answers  will  be  found 
fy  loSing  up  subjects  cipitaliied  as  Aladdin.  Alamo  etc.  Thousands  upon 
thousands  of  similar  questions  will  be  found  interestingly  and  satisfactonlv  an- 
swered throughout  the  Library  and  will  furnish  an  endless  cham  of  profitable 

'^"''who  was  the  founder  of  the  Abolitionist  party?    Who  were  some  of  its 

^'°^ilh^  d?d "  tL«  make  his  famous  trip  to  the  North  Pole  and  what  higl. 

'*'^HoSi''A:^eL  gas  produced?    How  does  it  differ  from  ordinary  illu- 

"^wS)  WM  AchUlesf    All  but  what  small  part  of  his  body  was  invulnerable? 

What  is  an  Acrostic  poem?    In  what  style  of  verse  has  it  been  ««a? 

What  President  of  tlTunited  Stotes  was  elected  and  served  m  Congress 
after  the  presidency? 

For  what  i«  JoM  Addons  famous? 


Why  i«  the  Wrf;wfl«/ bird  protected  in  Indli  by  l«w?    Whv  In  n.m.? 

Sutel^*  "'""^^  •""  "  "P*"***  •^  y'"  '«'  ^dviflijimg  in  the  United 

it  wn^;?  ^'  '^  '"^  ^"  "  *»«  ^-"''' »»«  «^"t  «Pic  po«n?    By  whom  wm 

:me  five  of  the  fable*  accredited  to  jEj  / 
A.i."°EuJSj:?*'''  '"■  °'  '^'"'''  "'"P""«      •^'    •«»  °'  North  America?    Of 

popuuS'n'oT  the%Si'te'  *"'  ^''"'  ~'°"'"  '"  ^'""  "^P-"  -»"  »^« 
famo!i?°  *"  ^'""'  '^'•''^  '"^  '°'  *»»*  ^'  »"«  noted?    For  what  i.  hi.  um 

Where  and  when  wai  the  firrt  Agriculturai  college  ettabliihed?    Wha»  .1 

WS;  .'lS?dl'°.r'  ■  ?ll'^  '^  Wa.hington  in  JST fi^frT-gl?  ^*  ••• 
made?  "  '"'"'"'"*  '"  '''*  ~""*  °'  ""^^y  »"<>  *»••»  exjerimenu  are 

What  ia  strange  and  peculiar  about  the  Aino  people? 

How  many  parts  of  Air  is  oxygen?    Nitrogen? 

Describe  the  Atr  brake.    By  what  means  does  it  woric  automatically? 

Describe  the  pnndples  of  the  Air  Pump.    What  happens  to  VKidMnHI. 

t^^T^"  »»»$  '~?rr  "  *♦'«  »•'  »  exhausted?   To  a  ra  A  J  applet  wSt 
''"^•jhi*  prove?    \^  ho  invented  the  air  pump  ?  snappier    wnat 

your^feS"  '*'*  ^°^^'  '^'"^  °'  '^*'*'"~'   ^"  •«'  »»*  <«<*•  Jt  ^"'P-'e  with 

What  was  the  enon      i  loss  inflicted  on  the  Federal  merchant  fleet  and 
how  many  vessels  were  ci      red  by  the  "Alabamar  •™":«nt  neet  and 

wood^*  '*'"  ^^''''''•''  ^^^    ^'^  ■  ^"^^  description  of  iu  many  myrtic 

Why  is  the  Alamo  called  the  "ThermopyUe  of  America?" 

and  L*'h?i*ml^"""'  ^^^  °'  *'™  *"  '^  ^''"™  .ucceufully  defended 

tance'bm'^J^.stX'^fo  New'^i*;!.!^^^  "°^  *"  ""*''  ^^'^  -*"  **  *- 
fomiT^mSned?""  °'  ^'*'^*-  "°*  '°*'  *»»*  ^°""««  *•«>  Tex.s  and  aii- 
w-iat^?""**  ''°"  *''°'"  *»•  Alaska  purchased  by  the  United  Sutes  and  at 
AlaslM?'*'*'  "  ***  '"°"  '^'"*"*'  *^'  P«-'^«ction  of  gold  or  the  fisheries  of 
State?"'  *""*  ~"°'  **'^  *''*  purchase  of  Alaska  was  a  bargain  to  the  United 

If  ♦h!^.*'****"  '^'*''"''  P°PJ''"*»on  '"  '900?  Of  these  how  manv  were  whites? 
n  the  territory  were  cut  up  mto  equal  parts  how  many  sections  would  fall  to  Se 
lot  of  each  man,  rtroman  and  child? 

wtifK*""?^*'  ^'^!!^vP°P"'?T*'°r;  N°"*'  A'"""'  o*-  Trenton.  N.  J.? 
noted?  *^  '"        '"•^'  ^-  ^•'  *=°'*  °^"  $a4,ooo.ooo?    For  what  is  it 

What  is  an  Atbinof    What  causes  the  lack  of  coIot? 
Wh.riVijd'itoAoir''  "  thermometers  for  recording  very  low  temperatures? 

— 8fil— 


A 
fl 


What  was  Louisa  May  AlcoH's  most  famous  book? 

For  what  was  Alexander  the  Great  famous? 

What  makes  Alfalfa  especially  valuaUe  in  times  of  drought?  How  many 
tons  are  raised  per  acre? 

What  qualities  of  greatness  distinguished  Alfred  the  Great  from  thq  many 
monarchs  to  whom  the  title  "Great"  has  been  given? 

What  is  the  science  of  Algebra f   To  what  remote  period  does  it  date? 

How  many  Algonquin  Indians  remain  in  Canada  and  the  United  States  ? 

What  were  the  Alien  and  Sedition  laws? 

When  and  where  were  Almanacs  first  used?  For  what  were  they  so  long 
popular?    What  was  the  most  famous  American  almanac?    English? 

What  are  some  of  Alma-Tadenufs  well-known  paintings? 

What  is  the  oldest  of  all  Alphabetst  From  what  is  the  English  alphabet  de- 
rived? 

What  is  the  general  form  of  the  Alpsf  For  what  are  they  noted?  What 
are  the  two  highest  peaks?    How  are  the  glaciers  formed? 

What  two  animals  an;  common  to  the  Alpine  region  ?    Why  ? 

What  is /^/wminumf  When  was  it  discovered  ?  What  are  its  principal  qual- 
ities and  uses? 

How  does  the  AmoMon  River  compare  in  size  with  the  Mississippi?  What 
causes  the  water  to  raise  thirty  feet  in  the  mouth  of  the  river  at  a  certain  time 
each  month  ? 

What  are  the  duties  of  an  Ambassadorf  When  are  ambassadors  ordinary? 
Extraordinary?    Plenipotentiaries? 

What  is  Ammonia f    Name  some  of  its  uses? 

What  is  the  height  of  some  of  the  peaks  of  the  Andes? 

The  Angel  fish  is  very  ugly  and  voracious ;  then  why  so  named  ? 

What  is  an  Anesthetic?  What  are  some  of  the  common  forms  in  which 
administered? 

What  are  some  of  the  artificial  baits  used  in  Angling  and  from  what  and 
how  made? 

How  have  we  come  to  have  a  knowledge  of  Animal  InteUigeneef  Is  the 
vision,  hearing,  memory,  smell  and  taste  of  animals  greatly  developed?  Give 
examples  of  each. 

How  does  nature  protect  certain  kinds  of  Antelopes? 

Where  is  Antioch  located  ?  When  dkl  it  have  a  populatk>n  larger  than  that 
of  Cincinnati? 

What  is  an  Antiseptic?    Name  several  in  common  use. 

How  does  the  brain  of  the  Ape  compare  in  size  to  man's? 

What  are  the  symptoms  of  Appendicitis?  When  is  death  from  this  disease 
almost  certain? 

What  is  an  Aqueduct?  What  is  the  size  of  the  Croton  aqueduct  and  where 
located  ? 

What  is  the  story  of  the  Arabian  Night i? 

Where  is  Ararat  Mount  and  how  is  it  linked  with  Noah's  aik? 

What  is  Arbitration?   What  is  a  recent  notable  example? 

When  was  Armor  Plate  first  used  on  war  vessels? 

Who  was  Benedict  Arnold?    How  did  he  die? 

Describe  the  formation  of  Artesian  wells. 

From  what  and  how  are  Artificial  limbs  made? 

What  is  Asbestos?  Where  is  it  obtained?  For  what  is  it  useful?  What 
workmen  wear  mittens  made  from  it  and  why? 

Give  some  of  the  qualities  of  asbestos.  Where  is  it  obtained?  For  what  is 
it  most  commonly  used? 

—862— 


How  does  it  differ  from  the  Rugby 


How  is  Assoeiation  Football  plaved? 
•tyte  of  playing? 

Whit  IS  ui  Attachment  in  liw?    An  Attainder r 
wLv!!:,'Z°''J'"!f*y  "  1?"*^  **»**  creditable  work? 
mi'S'SSI^redA^ILT  ^""'"  °'  "°«'''™  ««»'*»^ 
ton.  Xow  ?"  """^"^^    ^"'  ^'^  °"'  ^»"  ~"t«™ng  a  quarter  of  a  million 
Where  are  the  ^Wf«/    To  what  country  do  they  belong? 

QUESTIONS.-L1FE.SAVING  Sejvice. 

What  is  the  life-saving  system' 
When  was  it  established  in  the  United  States? 
«ow  many  hfe-saving  stations  in  the  country? 
Uf  how  many  persons  is  a  crew  made  up  ? 
What  IS  the  head  of  the  crew  called  > 

.^,Mh?^:f^^^ss^s^^te'er^ 

the  Me'^^^ng'cr^wt^  ""'  "^"'  ^"^^  ~-»'t»t«  ^^  of  the  important  duties  of 
What  is  a  buoy?    A  Uf e-saving  gun ?    A  rocket? 


CURRENT  EVENTS. 
Who  is  speaker  of  the  House  of  Commons? 


igricult„«?    MSisteV7iublirUsr  Mini?^^^^^^  ^^'^  ^' 

ways  and  canals?    Minister  of  th^  !«♦•«•«,?    iv-  ?   ""f"«?    Mmister  of  rail- 

inlind  revoMKs?    SS at  l.l!r7    <v  J^'"'^^"  ?^ '^^^°"'^^    Minister  of 

these  office?rnotirtheSb?net^^'^-     Sohcuor-general  of  Canada?    Which  of 

AustSK  ^a.SSatJthl'^inTedlK.  ^^  *"^  ^"«'-'»^    ^^  -<» 
Hn»  !!!*"^  "ves  were  lost  in  the  Kingston  disaster  of  1007? 
How  many  people  are  employed  by  the  postmaster-geiSS? 

w£  iVo'bSKrJe"?  w1.^P';*°  "*=Vp°**^"^^^       --try? 

reclpr4LS?"^&\^rntt^^^^^^  °^  «^^"  P^^'-ts  oppose 

freeS;?eb^fJr;o^t^£f^,d'JaS^^^^  What  advantages  would 

What  relation  are  Emperor  William  and  George  V.? 
with  «;J'b«Su5^  Brig;?  ^"^-     ^^'hat  is  its  length?    How  doe.  it  compare 

—253— 


Who  is  at  the  govemtnent  head  of  the  Philippine  Islands?  Is  he  elected  ur 
appointed,  and  by  whom? 

Of  what  are  the  native  houses  of  the  Philippine  Islands  nuule?  (Observe 
the  illustration.) 

What  is  the  Duma?  How  does  it  correspond  to  our  lower  bouse  jbf  con- 
gress? 

When  did  Oklahoma  become  a  state?    What  is  its  popular  name? 

Who  is  the  present  king  of  Spain?    How  old  is  he? 

What  two  points  will  the  Cape-to-Cairo  Railway  conn^,  and  what  will  be 
its  length? 

From  your  location  what  would  be  the  shortest  and  quickest  route  to 
Manila?    Would  this  have  been  so  before  the  completion  of  the  Suez  Canal? 

Were  you  to  visit  Newfoundland  what  would  you  find  the  people  chiefly 
interested  in?    The  people  of  Cuba?    Of  Alaska?    Of  Hawaii? 

What  are  some  of  Bryan's  principles  of  government  reform? 

What  would  be  the  several  modes  of  transportation  you  could  avail  yourself 
of  in  going  from  place  to  place  in  New  York  city?    InLcmdon?    In  Venice? 

What  are  the  different  motive  powers  in  automobilro  ?  Which  so  far  has 
proved  the  most  satisfactory?    Why? 

Were  you  to  seek  a  clerkship  in  any  of  the  government  departments,  in 
what  subjects  would  you  have  to  pass  an  examination?  What  per  cent  of  pro- 
ficiency would  you  have  to  show  to  become  eligible  to  appointment? 

Who  is  Nicola  Tesla,  and  for  what  is  he  world-famous? 

What  is  the  Associated  Press?  How  many  newspapers  are  printed  and 
folded  per  hour  by  some  of  the  large  printing  presses? 

How  many  newspapers  are  tiiere  in  the  United  States? 

How  many  PhUadelphias  would  London  make? 

What  are  the  two  great  types  of  mechanisms  invented  for  aerial  navigation  ? 

Give  the  list  of  great  persons  whose  centenaries  occurred  in  1909. 

When  was  the  Shanghai  and  Nanking  Railway  completed  ? 

What  are  the  general  principles  of  the  Marconi  system  of  wireless  telegraphy  ? 

Who  is  the  present  Governor-General  of  Canada?  How  are  the  nine  prov- 
inces of  Canada  governed? 

By  whom  and  when  was  the  North  Pole  discovered  ? 

Where  was  the  fourth  celebration  of  the  Olympic  Games  held  ?  What  nations 
were  represented  by  the  contestants  in  these  games? 

What  are  the  general  characteristics  of  the  great  national  awakening  of 
China? 

When  and  by  whom  was  radium  discovered?  What  are  the  general  prop- 
erties of  the  Roentgen  rays? 

What  was  the  declaration  presented  at  the  Second  International  Peace  confer- 
ence relating  to  the  use  in  warfare  of  devices  for  aerial  navigation  ? 

What  changes  occurred  in  the  government  of  Turkey  in  1909? 

What  is  the  United  States  of  South  Africa?    When  was  it  formed? 

What  calamity  befell  Paris  in  1910? 

What  caused  die  great  controversy  over  the  British  budget  in  1909?  What 
was  the  result  of  the  eKCtion  which  followed  in  January,  1910? 


Drawing 


INTRODUCTION. 
:.  ..3l*'2?  ",*  "^«  o*  expression.    It  is  as  natural  to  the  child  as  wririnir  aiuf 

e,».„Slf  fj,^^""?^  *«'»«  o'  ability  to  draw  even  simple  objects  is  almost  bevond 

WK>^  Straight  line,    is  in  most  cases  more  real  than  imainnaVv 

many     thines     which     <>ann,>*     ui  i  •     j     .    ™*'"es  one  to  make  plain 

JSSlrlsHS? '^^^^^^^^^^^  ^H  Js^'^Sth-reSrS,^^^^^^^^ 
the"hie?;«S;fTr  Ae^atr:r?e^rS*;rfJ^  encouraging.  ,  Doubtles? 
that  drawing  has  not  been  alTd  in^*  J^„^  if*"  *'[''*'"^  ""  '"  ^"^  ^^ct 
are  the  other  branches  Sr&<Si,^K  "-/l'^  ^^  **"fi^*'*  >«  systematically  as 
sons  in  drawingK  iSt  bS^Jhf.^  kK*^^"  '*'^*  "u°*  "**"  *"*  regular  les- 
have  not  ber?reS^nddrilTed^'ni^V.  ♦h""'  *""?"  ?"'  underlying  principles 
language  and  <S  Sn^  brand^S^  m-Sl*»v'"  ^''S  ^'^'^^^"^  of  arithmetic. 
10  draw  as  readSv  as  ttJTJear^  .^^;»  i       *  *"  "  1°"«  *''*  <=''"*«"  l"™ 

^«f*ftSj^£SHr  fft!!!  """^  prepared  by  Pn>f.  D.  R.  Augsburg  author  of 
arawing,  Frof.  Augsburg  has  solved  the  difficult  problem  of  presenting 


J 


^  '?'*[*"^??"?**^y  and  upon  »  Kkadfie  bu.t.  The  taccen  of  hb  work 
ttwch  that  whhto  the  few  ya«  ifaee  the  poWfcitto 

Uieir  way  into  the  pubbc  tchoob  throui!^io«t  tfie  United  States  and  abo  in  some 
foragn  countries.  Wherever  used  th»7  have  been  producti'/e  of  eKcIleat  re- 
saha.  In  these  ex^xises  Prof.  Aassbuif  gives  tfie  pi^ctples  onderMiw  Mb  sys> 
ton  of  drawing,  and  shows  the  method  of  theb  applicatioa.  The  exercbes  are 
Irfain,  simple  and  manged  in  kqM  order.  The  cfirectioiis  lkr«  so  Complete  that 
anyone  can  fcMlow  mem,  and  any  person  who  will  practice  these  exercises  as  di- 
rected will  kam  to  draw  and  ther^  add  to  hts  o^  powers  d  cntreaaioo  tfwt 
of  peacd  and  broA. 


FREE-HAND  DRAWING. 

The  tiiree  great  mechanical  mediums  throng^  whidi  we  fbrmally  acquire 
and  e]q>ress  thotwht  are: 

LtmgtMgt,  fkt  medium  of  communication, 

Nrnmber,  the  medium  of  measurement, 

Drawmi,  ^  nKdram  of  form  and  color. 

Tlwse  three  mediums,  or  studies,  are  fundamental  in  character  and  largely 
mechanM  in  constnictnm.  The  donents  are  taoght  and  learned  mwe  or  less 
raediankally,  and  are  tfie  basb  of  all  other  branches. 

^The  esthetic  element  is  common  to  all  of  these  mediums,  in  language  as 
portry,  m  number  as  rythm  and  m  drawing  as  tiw  artisUc.  Music  U  the  esflietic 
danent  of  sound. 

Tlie  mechanical  dements  of  the  above  studies  can  be  taught  by  an  teachers 
and  leamed  by  pnurtic^y  aU  pupHs,  and  during  die  process  of  teadung  and 
Maming,  the  e^wtic  dements  are  more  ot  less  absorbed.  ^ 

The  ftrndamentat  ^lemeBU  of  freehand  drawlM'  ski 

PjmMm,  or  dw  piadng  fli  ol^ects. 


p„pj^  •greater  or  les.  deg,«.  according  to  th?te^pSaS«fS  £ 


PbsmoK. 


"^  ««•'  ?««»•  -nd  tree.,  wfech  miii  hir;e''S"p^ 

A  f»«e  /eff.   nearer.         fartU.r.an^  at  the  WaA/T 

8|tkj  m  die  pictore.    Position  induJe.  r«r«,-^ 

In^i*.**"^  •^'y-  ""J  composition  iW  bf  S."  '  '^^  *°  P^  *hem  dif- 
In  %.  I  «ch  pert  of  the  beadfeye^s*^*?^  "*"  '"  *  pl«iasing  group. 
If  one  wUtt,  to  lewn  how  to  dSS  ^h^^L  "'^  j"  V"^  ^^  ^  «^»  pSS 
*'*  AjPhe&ig of  each  part  ^  '"™"  '^^  *«  «"» »««»  woold  S 

«t  the  right  5tt2^^*    Bllu!ltS*?""H'«"»  "done  apple.    Bafl  F  i. 

dim^fiJ^TS^^^^^  ha.  four  pri«rfpal 

thea»ie.or«ayfJwnK         ^  "«**'*'***'««' ««rther,  and  neaWS 
tSebe^o^jecta^^^l^pj^^^^^   ^^^ 


Ont  tnt  itr/Kf  Uftof  rfit  dtcr.  one  cJ*  fh«  risti^jC*       ?| 
iiwe  f«rrti«r  «n«l  on»  ntoirer.  —  -"^    ^^1 


is  the  center,  and  the  balls  are  to  be  placed  rig^t,  left,  farther  and  nearer,  follow- 
ing definite  exercises. 

Work  out  such  exercises  as  these :  Draw  an  apple.  Place  one  ball  at  the 
right  and  two  farther  away.  Draw  an  apple.  Place  one  ball  at  the  left,  three 
farther  away  and  one  near^.    Wc>rk  out  about  twelve  exercises  of  this  nature. 

Use  models.  Progress  is  more  rapid  with  models  than  without.  Round 
objects  such  as  afwles,  balls  or  oranges,  may  be  used.  The  use  of  the  model  is 
to  verify  what  you  le&m  in  the  drawing.  You  need  not  draw  from  the  model,  but 
use  the  models  to  verify  or  prove  your  drawing. 

After  some  power  is  gained  in  placing  the  balls  and  apples,  then  other  ob- 
jects may  be  used,  as,  for  example,  the  deer  and  trees  in  Fig.  3.  Here  the  deer 
takes  the  place  of  the  ^>ple  as  a  center,  and  the  trees  are  placed  right,  left, 
farther  and  nearer. 

Croquet  balls  and  a  stake,  one  black  marble  and  a  number  of  lighter  cnies, 
a  tree  trunk  and  apples,  pears  or  other  fruit,  all  make  excellent  modek  with  which 
to  learn  placing. 

"Tl^ese   rejpresent  halls  of  the  same  Bixe.  4- 


-Q-d 

PEWSPfCTIVE. 


u: 


■or 


DPCQ 


Perspective  is  a  branch  of  Position,  and  tells  about  representing  objects  dif- 
ferent distances  away. 

The  simplest  way  of  teaching  and  learning  perspective  is  arbitrarily  to  repre- 
sent the  top  or  a  definite  part  of  me  object  as  hemg  level  with  the  eye.  This  level 
of  die  eye  is  indicated  by  a  light  horizontal  line,  as  shown  in  Figs.  4  and  5. 

The  metfwd  gives  perfect  perspective,  acd  by  usmg  it  one  learns  perspective 

— «6»— 


•L 


Draw  a  light  horizontal  line,  as  fnX  i  "Ti""*?^' ' 
the ewand  is  called  the  horizon  line  ^'  ^    ^'  '""'  represents  the  level  of 

horizon  iL"" Vel  I?XtViSle*h*jr'  ''n  *>'  *"*  ^"»  t^"**  the 
be  drawn,  they  are  in  perSt^Sf  ^J^^  or  how  small  the  ball,  may 
surface  of  the  ground  iTd  nSrkfSKhion^f  ftV.'J''^^^^^"  '"<««»"  the 
the  same  size,  fte  farther  <»«  tljnJ  S^        of  the  ball.    The  balls  are  in  reality 

Use  heavy  hnes  for  th?Marerin?r„,lTS^'  ^*"'*  ^^'^^^  ^^^^X- 
.      Make  the  nearest  balUbSut  Sie  iSh  S,  dlf  ♦^''"'^  ^"^  '^  '»'**«•  »'«y- 
tioard  about  five  inches  in  diametw  *'''     **'  °"  P***'-  «"<>  on  the  blacfc- 

'^t!'S6lii^'^"iS^^^,^J^P^-  Whyr  Because  balls  are  easy  to  repre- 
suffidently  to  lose  sight  o^fhTS  mi,J^„.*","'*'°"  ''  "°*  *«"''=t«5  "TS 
pnndple  is  app!.cabfe  to  o  her  obfecte  Ke  '  Z""*'  '^""P'*"  ^"'  *«  »"* 
F'r  5  are  wigwams.  By  placine  the  t,^  3  ^  "'""?''  "  *«  *e  balls.  In 
P«'-*^perspective  is  repre?S^        ^  °'  ~''*  ^^°  "^'^^  *e  horizontal  line, 

the  hSSn"§  S'i'Sr  InYS' r^fr-  P-?  "-y  ^  P'-<I  above 
are  drawn  above  th?  Hnr«>d'  the  LTlfL*^^  ^^^l*^  ^**'^««  P^^  of  the  trees 
length.    In  B.  the  main  Sr^ectrnyStjrt  of^.  ?'  *""''^'r*  °'  **  «^ 

Ohiects  mayUSS  a'Tth'e  rijlrt*  S  larther"! n^ °'  '*  '"1°"*  f^'*-  ^-X- 
the  same  as  in  placing.  ^^'     "'  "™*f  "^  "carer  than  a  given  objert, 

fx  l^ns'SrioTfi^s'^rD^w  f^^'*.  *''''"!!'  '^  *«  f''"^^"?^    Draw 
four  houses  various  dSc^Lv    w  ^*  *T'  ^'"^°"''  distances  away.    Draw 
•cqafred  the  skill  neSS.  to  SsJS^Sl^J?*  ":*'°**?  "'  »''««  ««tU  «»  iSj 
Of  «5onrse,  tianr tl»fe.riWB^^  *^**^^  **/i°*"  distances  away. 

.»»«« the  honzon  Hne«^means  of  lean,ing  penq^ctii;  in  nature 


/• 


PERSPECTIVE- ^«*ce  rke  roofs  m-ndttte  tbfa*  afcovt  the 
horixort  \in;and  the  tree  Vrunki  and  main  /o«rr  oj  rkf 
K0(ASC5,  bcloM. 

objects  are  not  cut  by  the  horiam  line  like  this,  but  after  you  have  learned  how, 
then  the  irregularity  of  nature  may  be  taken  into  consideration- 

Composition  is  arranging  objecta  in  a  pleasing  group.  The  most  simple 
pleasing  arrangement  is  triangular.  In  A,  Fig.  7  w  a  tnangle  and  below  it  are 
tiiree  balls,  one  on  each  angle  of  the  triangle,  and  still  lower  down,  >"  ^.  »"  ** 
trunks  of  three  trees  arranged  in  the  same  manner.  In  like  mumer,  B,  C.  U,  Ji 
and  F  show  the  different  arrangement  of  triangles;  under  e«*  .triangle  are  the 
balls  grouped  in  the  same  manner,  and  below  ttese  is  a  compo^on  tUustrating 
the  group.    Thus,  group  H  corresponds  to  B ;  I,  to  C;  J,  to  D;  K,  to  E ;  and  L, 

to  F. 

Grouping  may  be  learned  by  composing  such  exercises  as  these:  Make  a 
group  of  trees  based  on  triangle  A,  triangle  B,  triangle  C,  and  so  on. 

DIRECTION.  OR  THE  SURFACE  OF  OBJECTS. 
Direction  tdls  about  the  surface  of  objects  and  the  various  lines  that  indicate 

suri8cc 

Direction  also  indicates  action— the  action  of  growth  as  seen  in  growing 

plants;  the  action  of  inanimate  form  as  seen  in  the  movements  of  anunals,  and 

•  the  action  of  rhythm  as  seen  in  graceful  movements.  ....        a 

Direction  is  indicated  by  lines.  It  is  the  office  of  a  hat  to  show  direction.  A 
vertical  line  indicates  a  vertical  directk»  or  surface;  a  hwiiOTtal  hne,  a  honzontal 


l1ir^«.^ei"jferof sK^^^  ^  '*««'-  ''-^on  or  surface.  .„d  .  curved 

^,'^<^^%S'S^ZX'S^^^^  vertical,  horizon- 

and  curved  1  pes.  "^  "*  vertical,  horizontal,  and  oblique  strai^ 

^ontaniMsfiL^^F  tKoSnS  ? ''?""««t»'  su^ace  indicated  by  the  hcri- 
01^  the  water  In  B  th^s^^tT£\i^ t^'lJ^^''  ^  ''<'"^°nta'  »«rS 
oW^ue  hne  of  the  slope.  In^E  S,e  vScalHncs  of  T*  r«^'''  '"«««**^  ''y  *e 
ace  Th5  «?'««•*».*"  outward  cS^ed  surfLe^SS  gl^H^gest  'heir  vertical 
tacc.  Tht  represet.tat  on  of  surfaces  m^^  hli  j  ?  *"  '"^'"■'^  curv<^  sur- 
these:  Draw  an  apple  resting  on  a  hoStS  IT"?^"^  *'"'°"^''  ''"'^  ««rciscs  as 
an  outward  curved  surface;  fn  !„  i„w"r3  Srt^'*"i°"  an  oblique  surface;  on 
«J"'  other  objects  on  the  various  SaL  H^  .Td"^'''  "  ^^'^  "anncr  ;cp. 
and  houses.  "f  ™f  "ces,  such  as  trc-s,  wigwams,  posts,  balls 

*.  >^^  ^'^'^irr^^^t^'i^r^-  cf  .h.  .bo,,  ,to, 

«"?'  "«  "acented  p„„p  is  Un3«  .f?Ti    i  "*  ''^';    '*»•  »'»"M  be  learned 
npM,  fcTOl -rt^uT^dX^Sn'  "!"  "^  '"  '•"^-    It  1.  the  m„« 


;f«Ti»onM  tttrf»M 


•ftURFACEd 


comptiihcd  at  each  rtroke.  Observe  that  the  stems  are  made  with  a  wngle  strtJte, 
and  that  the  joiutt  are  represented  by  a  space.    Practice  these  hnes  until  learned. 

The  emphasized  line  is  a  line  accent-d  by  drawing  one  or  more  hnes  paraUel 
and  close  to  it,  in  such  a  manner  that  the  general  effect  is  that  of  one  line  or  direc- 
tion.   Important  lines  and  round  surfaces  should  be  emphasiied. 

The  broken  line  is  to  indicate  a  broken  surface,  such  as  the  roaglmess  ot 
ground,  the  irregularity  of  grass,  the  broken  appearance  of  stone,  or  the  "jrk  on 
tree  trunks.    Both  the  br<*en  and  emphasiied  hnes  may  be  rod  usually  are 

*"  All  that  is  truly  great  comes  to  us  by  slow  degrees.  It  is  the  same  in  acquir- 
ine  these  lines.  There  is  the  least  character  in  the  unaccented  lines,  and  the  most 
in  the  accented;  hence  these  latter  are  more  gradually  acquired,  and  of  these  the 
broken  line  seenw  to  be  the  last  one  to  be  learned.  ^  .    ^ 

The  different  lines  should  be  learned  so  well  that  they  can  be  used  at  any 
time  and  in  an  almost  automatic  manner.  Lines  are  the  words  of  the  drawing 
laneuaBe.  If  they  are  not  learned,  they  cannot  be  used,  or  if  learned  imperfectly, 
th«r  use  will  be  labored  and  imperfect.    Learn  these  lines,  and  learn  them  now. 

The  birds'  nests  in  Fig.  la  are  examples  of  the  broken  line.  The  broken  line 
is  learned  largely  through  the  copy.  .  »•  «     t« 

Action  Drawing.  Action  is  that  part  of  direction  that  relates  to  motion.  In 
a  general  way  direction  implies  motion,  and  motion  in  drawing  is  largely  mdi- 

Lines  not  only  express  action,  but  each  line  has  a  leading  expression  of  its 
own  that  is  of  vital  and  far  reaching  use  in  action  drawing.    These  expressions 

'"  *\'SicaI 'lines  are  the  "still"  lines.  They  express  stillness,  but  when  in  motion 
thev  express  vertical  motion,  as  seen  in  falling  water,  rain  and  snow. 

Horiiontal  lines  are  the  "sleep"  lines,  and  suggest  repose;  but  when  in  mo- 
tion they  expKM  horlwmtal  motion,  as  ripples  in  still  water. 


11 


;'I 


kindSr  """  ""'  '"'  "«°"  "■""'  »"J  «P-»  movement  n,ore  than  any  other 

Curved  lines  are  the  "m-ar*."  iin>.     tu 
liarmonious  action.  *^  '""•    ^^y  '-^P'"*  g"ceful  movement  and 

Parallel  lines  are  the  "nriUr"  lin..     tl 
combed,  the  lines  lit  Sade  iaSlW     P.rS!.7i"P"^  °'^""-    ^««  ^^e  hair  is 
form  motion.  P^""*'"    ^"•"*'  '»"«»  when  in  motion  express  uni- 

^'^ol.n!S^rd'li7^^:^:^„,^y  •«  the  lines  of  disorder  and  ex.,ess 
order,  as  in  untidy  haJ?         '    *'**"''  ^°^'  "  '"  «=»««»y  niovemeat;  and  dis- 

ticallf  fif^llrS^Sf  al2^i  d^StiiW!  ^•'^-^  ^''\^^^-  It  »  P- 
that  expresses  the  aetkit  TW  l^nS.^^l!li!i™/''"°"'  *'''°"»h  the  object 
slow  that  it  can  be  ^Sed^  taiSl  trfST^SL'*'.?"  ?^'  ^^  »"'"'»»  »« 
paper;  hence,  first  eOTitWi^  til*.  "^  that  he  can  transfer  it  to 
copy.    An  excellent^i!^  S  S£,^:       '^"^  *'  ^*^  '^^'^  he  from  the 

meclSSi  p^eiS  S^XTre^JS'^""  ^15*^'  *^'  »'  '"">  the 
Second :    UsTSelS  £  ^2I!!7?  ■g** '"^  the  method  of  using  them, 
the  action  can  be  r^^SS  SS  SS^oZl^^TZ.^  imaginative  work  unS 

rt  can  be  represeaS^rfdTErS^^'^^J^i^^  ■^P*''~*  »''«  »<=tion  until 
wideh,  separate  tal  i^oS^  ta  S^«Sj  S^'    '^  *««  «'*»?«  «^«  "ot 

of^tyg^P'^-r^^  TW^  many  phases 

Indian  boy  m       i,Bnt?«^S!^^^^'-,!!l^  **"?««*«'  d"w  an 
*«,i«»ti;Battseboy,.C;a  saibf  bOy,D;aiid»  soldier  boy,  E. 
—263— 


nil 


\i)</\CCt^TZIi  UpJzs 

licjiiir 

medium 

/Icce/n/tedU/Jes 

fraded ,      . 


Si^S^t: 


|me5  uted  iVj  c(ra>*/ing.  

Tli«n  take  another  phase  of  running,  as  shown  !n  F.  In  this  phase  the  knee 
joint  is  represented  by  a  space.  A  space  can  represent  an  idea  as  well  as  a  line. 
To  learn  this,  first  carefully  copv  the  action;  then  represent  a  summer  boy.  F, 
running;  then  a  w?"  ir  boy,  G ;  then  a  colonial  boy,  H,  and  so  on  until  the  action 
is  learned. 

Action  is  impersonal,  that  it,  it  !•  not  a  part  of  the  object  that  expresses  the 
action.  Character  belongs  to  the  object,  to  the  individual ;  character  and  action  we 
often  think  are  onv  and  the  4anie.    The  action  of  running  is  common  to  all  ani- 


— 2«4— 


mal$  alike,  bat  the  charKter  of  the  run  belongs  to  the  Individual.    For  examole 
the  running  of  a  turkey  a  goose,  a  hen.  a  dogfa  cat.  and  a  «nSre1  a^  SISSci' 

r^f,-lu  •  S??  '^'  ^  *■*?'  "*"*•  ">*  ""on  o*  running;  in  C  it  ii  applied  to  an 
^  J  S'  '1^  ^  ^  ?°°"'  •'     '  *°  *  ''«'•    Th'"'  »>y  tal^inV  the  two  hind'SSra,  one 

all  DhIs«*of 'SSSr^^il!*!!  ■^*  ^r  ^?*  ^°"P2  °^  "t'°"'  ^"''^^  which  nearly 
ornnn  ft-    ;  ^         "^  be  placcd.    They  are  the  running  group,  the  walkine 

SS^  ^ci:^l:/,S^^^^  Fore.^ 

ine  "ordeii^or  ™«n,llJ^!   ^Tk     °'  "^V"^  I'"'*  *°"'^  predominate  in  danc- 
iiglit.  '^  '"  *•"  marching  of  soldiers,  and  angular  lines  in  a 

K..»  I'"  ^'**^  "^  Rhythm.  Lines  not  only  show  direction,  and  sueeest  motion 
caTd  b^'^cS7Ss''^n'"-  fythm  is  peaceful  motion.  aliJIn  5S?ngTsS 
^rl^n  nn/E"     .  "^      '^"  /"**""  '^  '""  of  rhythm.    We  see  it  in  the  wavine 

rS.xn^^tl^^y^^^'^'T  °t*'*'"  f'^  *»»«  ''W'"  of  smoke.Tthf 
maricmgs  on  the  feathers  of  birds,  and  m  the  graceful  folds  of  draoerv     It  U  ««^ 

— 2ffi^- 


^^^^ 


I 'I 


266— 


•»>plM  to  praoioJ.  °""~''  "°^  'W-  "7  •■»»«  "mt  exall.nt%S 


tt.'S.**  ^"'*  ""'  '^'■""'*  '""■  -•"'^••and. 


—287— 


Deeorative  design  relates  to  the  ornamentation  of  form,  and  the  designing  of 
form  in  which  the  decorative  element  is  primary.  Ir  j.  19  are  represented  the 
line  elements  in  decorative  design. 

The  single  and  double  curves  are  to  modify  form,  as  for  example,  in  Fig.  20, 
A  is  a  rectangle ;  in  B,  C,  D,  E,  F  and  G,  the  single  curves,  both  inward  and  out- 
ward, are  substituted  for  the  vertical  lines  of  the  rectangle ;  and  in  I,  J,  K,  L,  M 
and  N,  the  double  curves  have  been  substituted. 

An  inward  double  curve  is  one  that  curves  in  at  the  top,  and  an  outward 
double  curve  is  one  that  curves  outward  at  the  top. 

O,  P,  Q,  R  and  S  are  pitchers  made  from  the  above  forms. 

Branching  is  of  two  kinds— outward  and  inward.  Outward  branching  is  the 
branch  curving  outward  from  the  main  stem,  as  A,  Fig.  21.  The  shorter  curve  is 
the  branch.  Inward  branching  is  the  braiKfa  curvmg  inward  toward  the  main 
stem,  as  B,  Fig.  21. 

D  is  an  example  of  inward  branching,  and  all  the  others  are  examples  of  out- 
ward branching.  ...  .         .     ,     •     , 

These  branching  elements  are  tundatnental  m  character,  and  are  the  basis  of 


—268— 


iVE  UESIGN 


or 


inu/ard     [7   Q        L(NES  USED    IN 

Si1S^""'t^£:^°^S^ -:r\;SS  ^'^H^f  - -^iect  of  decora- 
practice  and  persistent  effort/b™  J^lrtant  u  .>  ti  /l'''''^  '"^"'^«  '""^'' 
quired,  that  almost  any  amount  of  a^pl  SK  ^id  hirH  *  '^■'^.  ^^'""'"'^  ^  ^'^■ 
acquisition.  The  designer  must  ac^S  re  the  Jbilkv  Jh'''  "  ^1!'''^"'''^  '"  ^^eir 
branches  with  ease,  freedom  and  skill  ^  *°  '^'^'^  ^''^^^  curves  and 


three^f of^^p^yTng  Ih^m''"' TlS^r^'iT^"*?  T^  '"  *~^^*'^«=  ^''^^'"^  ^d  the 

as  measures  of  for^     S'fnin!  P"™^"^*'  [onns  are  the  same  aslhose  used 

orm  measures  in^akij  desS     ThT^V^'^t  "'T'"^  °f  ornaments,  and  as 

lowing  discussion  on  fom;     ^  "    ^^  "'"^  °^  ^««  forms  is  shown  in  the  fol- 

^etu?ceto7SsiS  foS^ws-  *''  ^^^  ""^  '"  ""'^'"^  "P  «^«  design, 
ellipses  LKal?"*'  ^*'""''  ''"'''  "^  *^  *"^"&I«.  rectangles,  diamonds,  circles. 


.mm 


Plant  forma,  such  as  the  touich,  stem,  leaf,  bud,  flower,  fruit  and  root  of  any 
kind  of  tree,  shrub  or  plant. 

Animate  forms,  as  the  head,  body,  legs,  tail  and  product  of  all  kinds  of  ani- 
mals, birds  and  insects,  fish  and  reptiles. 

Natural  forms,  as  water,  snow,  ice,  icicles,  waves,  running  water,  ^moke, 
clouds  and  wind,  shells  and  minerals. 

Artificial  forms,  such  as  ribbons,  flags,  streamers,  banners,  ropes,  chains,  in 
fact,  any  object  made  by  man. 

It  will  be  seen  from  the  above  that  it  is  quite  impossible  to  give  even  a  super- 
ficial list  of  the  units  that  may  be  used.  Yet,  while  this  is  true,  there  are  certain 
elements  common  to  all  decoration  that  have  their  origin  in  the  experience  of  the 


[HI 


"^'Jirinl^T.,.  AD  Oo  0" 

-fbe  Srcxndard         /7/^/^/0/^   Ll««^»  maw  b€ 
Unirs  art   f  f  If    {r^ir  fr  mooliae4  I 

w'xAWn.  fo  "*yiidrurn     C)Cy^^     •"  heioKHi    To 
anabroaiiVV\/  ^ 

\mi^\t  and      OAA    **"^  ^H  *wt»nrunnp  rfie 

lotuer  divtskm^,  V  W  "^ 


e 


curyeol       AA0660     ©ecoraHve  dciiqn    ^ 


m^ 


tihed. 


AS  ^aLnd%  ontA  'V^ygygyS^  and  as  flat 
Borders     ^^^^^^^^^  joattlrit 

FORM  IN  DECORATIVE  DESIGN 

—270— 


iSf^^^^"^ 


branching  ouflvar 


£5  double  inararcl 

form  in  the  frHL^SrS  ^.i"  5l  FiL  «*V*!!!f  '^'^  ^  th«rmost  simple 
yearn  of  research  and  s^d?  2rf  mdSe  Lrl^  ♦?"'.^  *''*  '*''"»'  <»f  "^y 
oraani^nt  and  modem  decStSt  ^       **  ^mmta  used  in  historfc 

to  u  J^a^  ^^oVL^!^^^.^,'^^^,  ^g.  them  we  c«.  .earn 


/        N 


'  /V  ' 

,>A.-r/ 

/'                    X             >-^          lj)-i^ 

/V'-.  V 


Carry  the  point  A  of  the  blade  around  farther,  and  the  trumpet  is  formed. 
Carry  it  still  farther  and  the  whorl  is  formed.  Eliminate  the  point  entirely  and  the 
loop  is  formed.    Add  to  the  blade  another  point  and  the  shoulder  is  formed. 

ITie  names  of  the  standard  units  are  given  from  a  real  or  fancied  resemblance 
to  the  object  after  which  they  are  named. 

These  units  are  classic,  and  therefore  universal  in  their  application.  They  can 
be  applied  to  centers,  borders,  bands,  flat  patterns,  covers,  supports,  or  any  other 
form  of  decoration.  They  will  be  used  throughout  this  course;  therefore  they 
must  be  fully  memorized.    We  must  know  them  as  a  carpenter  knows  his  tools. 

The  combinations  of  these  standard  units  are  practically  unlimited.  Their 
elements  enter  into  nearly  every  form  of  decorative  design. 

They  can  branch  outward,  as  in  A,  Fig.  23 ;  branch  inward,  as  B ;  branch 
inward  with  double  cur/es,  as  D ;  and  outward  with  double  curves,  as  C.  In  Fig. 
24,  the  loop  is  shown  in  each  of  these  branchings.  Fig.  24  represents  the  Greek 
anthemion. 

The  standard  units  can  be  combined,  as  shown  in  Fig.  25,  forming  wing  units. 
The  first  and  second  rows  represent  the  blade  united  with  each  of  the  standard 
units.  In  like  manner  each  standard  unit  may  be  united,  thus  forming  endless 
combinations. 

The  standard  units,  the  single  and  douMe  curves  with  their  inward  and  outward 
branchings,  and  the  geometrical  forms  are  together  a  complete  set  of  tools  with 
which  to  work  in  decorative  design.  They  are  decorative  words  to  express  deco- 
ritive  thoughts,  figures  of  design  to  work  out  problems  of  omamentatiai.    They 

—872— 


w  7C4  £%dtd'' A^ -5  SL^'^r^'^^y  ^y  ^  ^^  with 

•ny.way  the  mind  may  dcvsJ  K~ -rf''  """'"P"'"!.  divided,  or  modified  S 
Jst  IS  complete.  All  ti,at  now  remain/l  to  mou"^!:'  *'""'"'*  ♦«  »»«  ^enPthJ 
beco-iie  willing  and  obedienriSmwt.  ^  ^^\*'''J*  *°°'»  o""-  own  uniil  the5 
and  can  be  applied  to  all  decoriion        "  '"  °'"  '»"'*»•    They  have  infiJhe  u« 


^p„^  MEASU;?£-S  oj   FORM 

&icl< 


Ova/ 


Varrow  Me«r 


•'^WM/M  Witt,  ffaj,^  ,j„.._         '» 


VerNcal    >?ec  rankle,      C 


] 


Honxo«r<,j  .  Pterin 3 l7Z 


Ve>ficoil     EM.jbses 

6 


G 


«ro«.ol^ 


FORM. 

«n,ple"X"an^b^ 'Sn  rl°™  • ''!f  »'^"*  ^^^^  ^^ape  r'  objects     The  mo.t 
circles,  ellipserind  ovIir'"T;S^"*=^  '•"''  '"^'^  "^^he  triangles.  rSan3« 

tor  their  use  m  drawing  is  to  measure  form  ^"iL ''*"«'^  "ame  is  measures  of  form, 
of  form  very  much  as  a  pcJi^d  IsTmeaTu^?/^  '•'l!''"  ''*""^"^^-  «^  ™~sure^ 
dollar  a  measure  of  monevT  ""  °^  '^''^^'  »  g^'Jo".  of  liquid,  or  a 

leO    OnlV    in    eimm     L..A    aI- .     .  .     . 

form 

_  !  may 

^873^  '  —  "■  "•     *ne  rectangle 


^•' 


wS 


may  be  vertical,  as  in  C,  or  horizontal,  as  in  0.  A  vertical  rectang^  is  one  longer 
vertically,  and  a  horizontitl  rectangle  is  one  longer  horisontally.  Ellipses  may  be 
drawn  vertically  and  horizontally,  as  in  £  and  F.  The  ov^  may  be  inverted. 
There  are  other  modifications,  but  these  are  the  ones  mostly  used  in  the  measures 
of  form. 

Right  means  straight;  acute  means  sharp;  and  obtuse,  dull.  Tri  means  three, 
heuce  triangle  means  a  three-angled  figure.  Rectus  means  right,  hence,  rectangle 
means  a  figure  composed  of  right  angles.  Apex  means  top;  base,  bottom,  and 
altitude,  hetght. 

The  uses  of  measures  of  form  are  to  aid  in  recognizing  and  grasping  the 
shape  and  proportion  of  objects,  to  the  extent  that  they  can  be  reproduced  in 
drawing.  They  also  aid  in  making  complicated  objects  simple  and  easy  to  grasp 
as  a  unit.  These  geometrical  forms  are  measures  of  form  in  the  sense  that  we 
recognize  other  and  more  complicated  forms  through  their  aid.  These  measures 
of  form  are  common  in  all  form,  both  natural  and  artificial.  We  see  them  in  the 
shape  of  trees,  plants  and  shrubs;  of  leaf,  bud,  flower  and  fruit;  in  the  shape  of 
bird,  animal  and  reptile,  and  in  what  they  make  The  hUIs  and  daks,  ionns  of 
water,  great  clouds,  the  broad  masses  of  light  and  shade,  are  all  foil  of  these 
simple  form  measures.  The  ar  ''■•xA  combines  them  in  endless  variety  and  ever 
changing  proportion;  the  enginv.  'n  his  greatest  worics  and  moat  compli::ated 
problems  never  departs  from  the  sunplicity  of  these  form  measures.  The  carpen- 
ter, the  blacksmith,  the  cabinetmaker,  the  tailor,  the  dressmaker,  artist  and  artisan, 
from  the  designer  of  the  greatest  sky  scrapers  to  the  humble  workman  who  digs 
the  foundatitMi,  base  their  work  on  these  simple  fundamental  forms. 

In  Figi  5  the  triangle  is  seen  ta  the  wigwams.   In  Fig.  6  these  forms  are  seen 


^•fcMnO  t\] 


"'^'^c^.    A  measure  of  fonn  to  be  „«d  must  be 


if 
if 


!«) 


—275— 


thofoughly  le«ii«d-leanied  so  well  that  it  can  be  drawn  eaafly  and  quickly.   The 
best  wav  to  learn  these  forms  is  to  draw  them.  . .     .  ^  i.  r  _, 

AH  tSaSws  of  form  should  be  drawn  with  Ight  lines-with  sketch  hnes 
These  fonm^are  not  an  end  in  themselves,  but  merely  a  means  to  an  end,  and  for 
St  waSTshould  be  drawn  so  lightly  that  tl  will  not  be  necessary  to  erase  them 

"•  ^D^aTS  fom  mLure.  offhand.  ,.-ithout  the  aid  of  ruler  or  compass,  and 
withSmlSmum  of  |uide  lines,  dou  and  other  devices    Dr«w  the  e^p^^^^^^ 
and  circles  without  aiS  of  any  sort.    It  can  be  done.    At  «"»  *««*"';»  "'^..J^; 
couraging,  but  as  the  student  gains  in  power  and  acquires  the  swmg  of  the  lines, 
his  efforts  become  more  and  more  accurate  until  crowned  with  success. 

Draw  AeTeasures  of  form  about  two  or  three  inches  long  on  paper,  and 
from  fourteen  to  twenty  inches  on  the  blackboard.  ,        . .  ,  „         ^    , 

men  turning  theL  measures  of  form  into  other  objects,  use  a  fuH  range  o 
line.    Use  all  or  as  many  of  the  lines  in  Fig.  lo  as  is  necessary.    The  test  of 
knowing  these  forms  is  the  ability  to  draw  them  and  use  them  as  measures  of  form 
—to  use  them  as  measures  of  the  great  world  of  form. 

An  excellent  way  to  learn  these  forms  is  to  use  them  as  measures  of  rther 
fonrn^  fS-  example,  procure  a  palm  leaf  fan;  study  it,  draw  it  until  you  have 
leaTed  how  to  repfes^'t  it.  then  Jraw  fans  shaped  like  the  various  2,^0^  ' 
Do  the  same  with  a  padlock,  a  pitcher^ug,  teapot,  sign  ^'d,  and  similar  object^^ 

The  Chief  Measures  of  Form.  The  triangle,  rectangle  and  the  circle  are  the 
most  important  of  the  measures  of  form.  By  adding  tiie  third  dimension  to  Jese 
Srms^Wprisms  are  made,  giving  the  triangular  prism,  the  rectangular  pnsm, 
and  the  cylinder,  which  become  the  measures  of  solids.  . 

^eSiangular  prism  is  the  form  measure  for  objects  contammg-  obhqt'e    ^es. 

—87*— 


*l^ '~^'" '*'•"'«  *^ '•'>-*-.»-.».  for  ^„.»«,,^ 
In  these  form  meaiur«.  «• .... 


In  these  fo^,  „«..„„.  „,  ^„^,  .  ^  "" -  ""'-"  ^«'«-'«- 

lure,  of  form  must  be  ka^^Ror^,^"  "^  '«"  «nbr«:e  .1 


,      ■«*  the  form  basis  of  a  vMt  nn^'^V^'"'  "■'V'"""'  elemente  of  drawinir 

M'^'l I  A 

forma.  ^ 

'^^^- g^  1^  Sfcw^. 

t^^z,^  Cj  <:^  4^  ^  -««^^ 

PARALLEL  DRAWING, 
f  «■  R«^*>.0"L».  PwsM  o.  Box  FO.M. 

—877— 


"^ 


:i  V.AV.jn«1iir^"\ 


//•rvxtfn  Im* 


"^m^    CfH"'''->^ 


HorizonTaf  im<».         ^     ^ 
Norixonfii/ receding  /in*» 


I.    Six  {M»-Top  iact,  bottom  iwe,  front  f»ce,  tack  {kc,  right  fice  ind 

kft  1^* 

a.    Four  vertical  cdgc%  lour  horixontal  edges,  and  four  horixontal  receding 

"^  Twelve  edge*  or  linei  In  all  These  Hne«  are  divided  into  three  teU  of 
fottrte  each:  Tiet  of  four  vertical  lines,  a  set  of  four  honrontel  lines,  and  a 
leToffour  horiaontal  receding  lines.  The  vertical  lines  are  all  drawn  parallel 
Sh  thTridwoftfie  i«per  «?  which  the  drawing  is  made ;  the  horiaooUl  tnes 
JmllW  iSh  tte  top  Sdhrtt^nr  /  the  paprr  and  the  boriaontal  receding  lines 

*°  *?l!ri!orSonffIeceding  Knes  converge  to  a  point  called  the  eye-point,  or 
center^  vision.  This  is  a^  imaginary  p^t  directiy  opposite  the  eye,  to  which 
all  honMntal  rwading  lin^  converge. 

The  beriaoa  «ne  reofesents  tfie  level  of  the  eye.  and  is  often  called  the  kvel- 
of-the-^ye-line.   The  horiaon  line  is  to  show  whether  the  top  or  bottom  of  objects 


Abgve 


Above 

•ndfelKe 


lejr. 


8clou/ 

nif  re)r.| 


9i 

Above 

and  Id 
rtie  rJ^ht 


IV  rite, 
riflht. 


8eloi4/ 
fherifhC 


^k^rch  uktu 


/•««%K  like  fKt»/       j^ 


^ssmmss^^^ 


IkutbeboK 


WCH, 


which  the  drawing  is  made  |  that  the  horizontal  lines  are  all  drawn  parallel  with 
the  top  and  bottom  of  the  paper,  and  that  all  the  horizontal  receding  hnes  con- 
verge to  the  eye  point,  or  center  of  vision. 

There  can  be  but  one  center  of  vision  in  each  drawing. 

The  box  forms  are  drawn  as  follows : 

(i)     Draw  the  front  face.  A,  B,  C,  D,  Fig.  34. 

(2)     Choose  the  center  of  vision. 

(x)     Choose  the  point  E  and  draw  the  remaining  lines. 

First  make  the  drawing  with  a  very  light  sketch  line,  then  finish  with  heavier 
lines. 


—280— 


Do  not  use  a  ruler  or  straight  edge. 

drawinS^fo^firKs"  7T/in'cfe?  ^^"^'  '"*"•    «"  ^''^  blackboard  the 

your  d^LtgrSlig^^sTo'^if'^f^^^^^     ^  '"°'^''  "°'  -  --h  to  see  if 
I'rees  may  be  introduced  int?th/°,.  ^^^  5°"^*=^  principle. 

such  as  these :   Draw  a  S  £w  ^f^°"'  '^'°  1"^  '^'"'-    P'-^ctife  Exercises 
at  the  left  of  the  eye!  tlow  a^iTt  theSt'of*X%*'  T=  ^*  ^'^^  "^''*  ^^  ^hfeye 
eye.  and  similar  exercises.    InfrSuce   rees  hJll  «ye;  above  and  at  the  left  of  [he 
picture  effect.  introduce  trees,  balls  and  similar  objects  to  make  a 

the  Sailer C,^3'-\SJ  5S/frce'T"An^  *^*  ^^^  *''-'^  ^  ^-^^^^d  to 
In  B  there  »  a  box  dra^  above  tS  eve  kniinV"''  I'  f  '™""  combination, 
the  eye,  with  balls  placed  on  elch  side  T„  n  £  ""'^  ¥'°,r  ^"^  =*  ^he  left  of 
around  the  center  of  vision  and  in  FtW."  ".'~''«  of  all  sizes  are  piled  up 

of  the  eye  and  the  front  facrr^"oved?h«e  a^Ml"""  '^'?"  ^"*^  ^*' ''^  '"*" 
learn  in  parallel  drawing  '™ovea.     these  are  all  suggestions  as  to  how  to 


similar  ia  principle  to  the  placing  of  the  balls  in  C  It  is  interesting  to  pile  boxes 
promiscuously,  as  in  D.  Remove  the  various  faces  from  boxes,  as  suggested  in  £. 
A,  B  and  C,  Fig.  36,  represent  the  triangular  prisms,  which  are  drawn  in  the 
same  manner  uid  d)ey  die  same  principle  as  the  rectangular  prism.  X^e  rec- 
tangular and  triangular  prisms  together  make  up  the  principal  house  fotms,  »^ 
shown  in  D,  E  and  F.    In  Fig.  36,  D  is  called  a  shed  roof,  and  E  and  F,  gau.a 

«»fs.  ,  .    ~ 

These  houses  may  be  drawn  m  all  of  the  positions  represented  in  Fig.  33. 

A,  Fig.  37,  represents  a  house  drawn  at  the  left  of  the  eye,  and  B,  a  shed  at  the 

right  of  the  eye. 

We  have  studied  the  angles  and  forms  as  shown  in  Fig.  31 ;  then  the  prisms 

in  parallel  perspective,  as  shown  in  the  third  horizontal  row,  and  now  we  will 

study  the  {Hrisms  in  oblique  position,  as  shown  in  the  last  horizontal  row.    The 

aim  is  to  show  how  to  draw  straight-lined  objects  in  an  oblique  position,  or  in 

oblique  perspective,  as  it  is  often  called. 

In  oblique  drawing  the  center  of  vision  is  not  used,  neither  are  vanishing 


points  of  any  kind.    The  whole  dependence  is  put  on  the  unaided  hand  and  eye. 

The  rectangular  prism,  as  shown  in  Fig.  38,  is  the  principal  figure.  This 
must  be  thoroughly  learned.  It  must  be  drawn  over  and  over  until  it  can  be 
drawn  with  ease  and  a  fair  degree  of  accuracy,  for  it  is  the  basis  of  a  large  class 
of  objects,  and  if  tiiis  is  learned  thoroughly  it  becomes  the  basis  of  the  whole  class. 

Place  before  you  a  common  pastetx>ard  box  in  the  position  of  Fig.  38,  and  ob- 
serve the  three  sets  of  lines,  AAAA,  BBBB  and  CCCC.  The  lines  of  the  first 
set  are  vertical  and  parallel.  The  sets  of  lines  marked  B  and  C  are  receding  and 
ccMisequently  converge  slightly,  but  in  the  drawing  they  should  not  appear  to  con- 
verge, but  should  appear  parallel  and  natural. 

Draw  the  rectangular  jmsm  in  the  order  of  the  numbers,  beginning  with  line 
1,  then  line  2,  and  so  on,  as  shown  in  D,  Fig.  39. 

The  faces  are  named  t<^,  bottom,  right  front,  left  front,  right  back  and  left 
back. 

Draw  all  prisms  and  objects  with  light  lines,  and  then  finish  with  heavier. 

Draw  the  receding  liaea  longw  than  they  are  to  appear  in  the  object,  so  as  to 
judge  more  accurately  of  their  corrartness. 

—282— 


towmg  b  p.ralld  persp«J„  can  bLXSr,Kf  ""'I"'  <^»"iiig.    All  o(  ihe 
Fig.  3«  "  ASr^SS'i'  ,'haif  SiSSSr''"  f '  "re"'"  P"™»  A,  B  „d  C 


rorms.      h^    /^[ 


Parallel 

prisms 
Oblique 


Ci^lmo(er5 


4f/ 


cVntder.     ^al  c.,lm^e.        cM/me/eJ     ?y//„X" 


THE  CYLINDER. 

Jour^*  ^o'f  ^'^l4^?'rS";eSX---  °f  ^o™  are  complete.  TT,e 
form.  These  are  the  mea^ret  of  form  thi^  "|«^han.cal  basis  of  prlcticaUy  all 
pneering  professions,  and  the  °  J^wo^d  of  £'  TH  ""^^  '"^u"^^^^'  ^e^n- 
for  aU  maldag  and  building,  and  are  c^m^  !?^-  ^^"^  ""'=  *^''  *>asic  forms 
jewehy  and  the  building^; '^l;7ky^|;^^»''k«  ">  *e  fashioning  of  delicate 

the^ec^^l'^SjJo^TSSl^^^^^  ins 

Th«e  Swr  dirrctJons  Se  Sf  ^^,«  JS  ^^  /°^'"^^  *'°"^°"^'  reced  ng) 
^aped  objecfa;  of  these  thTfiS  th^aJHr^lw  ^ '"  ^"^^'"^  '^>'""d"^^' 
oblique  drawing.  ™"*  ■**  '"  Pwallel  drawmg  and  the  last  in 

|3^^2?j'^'y%'S5  "d  sldfl/u'rSvSi  Xle  t"T?  *^.^^  «^«'^  *^t 
«  the  abUity  to  use  it  in  drawing  similar  fo^s.  *  °^  ''"°'^  *^  «=y«°*' 

—883— 


fill' 


,  I 


Models.  Use  a  variety  of  models.  A  roll  of  pastdward  or  paper  two  inches 
long,  a  small  fruit  can,  a  {dain  tumbler,  and  cylindrical  blocks,  are  all  good  models. 
These  models  are  not  to  draw  from  as  in  object  drawing,  but  are  to  aid  in  under- 
standing and  learning  the  cylinder. 

The  cylinder  and  sphere  are  the  last  of  the  type  forms.  The  cylinders, 
together  with  the  recUngular  and  triangular  prisms,  are  a  complete  set  of  meas- 
ures for  all  forms.    There  are  no  more  to  learn. 


The  vertical  and  horizontal  cylinders  are  drawn  alike  except  in  direction. 
The  unseen  end  in  each  is  drawn  somewhat  wider  than  the  seen  end.  It  is  neces- 
sary to  draw  all  of  the  unseen  and  to  make  correctly  the  part  that  can  be  seen. 
Draw  the  cylinder  oflFhand  and  in  the  order  of  the  numbers  marked  on  the  lines. 

Draw  the  cylinder  about  two  inches  in  diameter  on  paper,  and  about  twlve 
inches  on  the  blackboard.    Mark  in  with  light  lines  and  finish  with  heavier. 

The  Receding  Cylinder.  The  receding  cylinder  correspcmds  to  the  horizontal 
receding  lines,  hence  the  sides  converge  to  the  center  of  vision. 

The  center  of  vision  is  used  when  drawing  this  cylinder. 

Both  the  seen  and  unseen  ends  are  circles ;  both  are  alike,  except  in  size. 

It  is  at  right  angles  with  the  picture  plane. 

The  entire  unseen  end  should  be  drawn. 

The  Oblique  Cylinder.  The  oblique  cylinder  corresponds  to  tiie  oblique,  hon- 
zontr'  receding  lines,  hence  the  sides  converge  to  a  vanishing  point 

The  vanishing  point  is  not  used  when  drawing  this  cylinder. 

Both  the  seen  and  unseen  ends  are  ellipses ;  both  are  ahke,  except  in  size. 

It  is  at  an  oblique  angle  with  the  picture  plane. 

The  entire  unseen  end  should  be  drawn. 

These  four  cylinders  must  be  thoroughly  learned.  They  must  be  learned  so 
wen  that  they  can  be  drawn  easily,  quickly  and  with  a  fair  degree  of  accuracy. 
By  learning  these  cylinders,  the  mechanical  elements  of  all  objects  similar  to  a 
cylinder  are  being  learned.  It  is  well  to  draw  these  cylinders  several  times  each 
day  until  leamod. 


«unb.r  of  »to  book.  b.t  op^  UmSt  ehSLS! 


^ 


Gtograpby 


to  find  .n  any  general  reference^S,  JSfda J  tn  «f  T  :C'  *:°^'''  "°*  <=^P<=<=t 
with  the  assistance  of  this  ClassifieTTooS  oSS„^  .1/?''?  *"  .«nformation,  but 
secured,  and  is  of  practical  vs^e  *  information  can  be  easily 

ing  thraTor'?oum1;n:hrr  pu^S^^T^  Z""'"*?^  ^^  -^-"t- 
know^oreof  the  jungles  of  ApRicfthKf'thr^ro  *  '"^"'l^en^X  our  teachers. 

.These  ouUines  ccverin^  IomI  ^e«tlnil       «*"  commonwealth, 
applicable  to  any  city,  aTftaSlLl^T^Pt^^  ^°"°^^^  ^^^  ^«"'  outlines 

a  ci^r  '^^Zsi't  rsSi  T^rx'n:  Vx^Txr ^  ''^"^^^"^  *^-^ «--  - 

grand  division,  and  from  he  infomZn  wJ^  "'  'J  ^^1*^  ^"'^  Africa  as  a 
TiCAL  Reference  Library  have  Sw^i^T  ^""fP''^  '"  The  New  Prac- 

^'''it^s  ijtr^°^  f ?4^^  ttffars^'bSri'Ss**''^''  '^  ^^"^^"*  - 

sug^stSte^lt.Tu^  .tul^^^^^^^  exhaustive,  but 

fS'i-riSr '^  '^••-^-  alolf th^e^n^of^KSrwtr.^  ff  Sf 

the  sSrS'h'e  mili*" th™foSl?n  S'lo  ""^  ^';°J:^  *^  «*"<^«"t  the  products  of 
upon  the  productions'  ^dTZoLT':^^  ^^'^^^  ^''^  *^^"  °^  ^"'^a^e 
supply  food  and  occupation^^^oHer^he  rllm  *n*?'.^^^^^  ^''•<=h 

proper  localities  ratherthan  elsewhere  -Ap^^  J  ^"^  founding  of  cities  at 
as  pracHced  in  the  various  counS  ^c  govermnent;  the  religion 

bounSL'r2i;LTdS!;^^n"d*sL*?^.*'"  ^^*  "^  ^^e  location  of  places 

P*1'»*«i»  Matftctmtkal,  f>oUtiat 

taught  without  ?;ci^hkS,wSs  ortii'^K  <r«?p''y  "^""^t  •'^  Jw 

me^KHls  of  teaching.    SS  2^^!^/^*?;^%*^^-^^^^^^^^^ 


I. 

Location. 

I.  Latitude  and  longitude. 

a.  Position  in  the  country. 

'J.  Boundaries. 

II. 

Extent. 

I.  Length. 

a.  Breadth. 

3.  Area. 

III. 

Size. 

I.  Absolute. 

a.  Relative. 

IV. 

Trend. 

V. 

Outline. 

I,  Form. 

a.  Regular  or  irregular. 

VI. 

COAST  Line. 

I.  Length. 

a.  Indentation. 

3.  Ptrojections. 

vn. 

Surface. 

I.  General  idea. 

a.  Watersheds. 

3.  Hills  and  mountains. 

4.  Plains. 

vm. 

Natural  Cusu»rriES. 

IX. 

Drainage. 

I.  River  systems. 

a.  Special  streams. 

3.  Sources— lakes  and 

s{»-ings. 

X. 

CUMATE. 

I.  Causes. 

a.  Heahhfulness. 

3.  Adaptation  to  industries. 

4.  Compare  with  other 

toatlities. 

iktyof 

a  prevfiMC 

XL 

Industries.               . ' 

XII. 

Products. 
I.  Agricultural. 
Crops. 

Domestic  animals. 
Dairy,  etc. 
a.  Mineral. 
Fuel. 
Ores. 
3.  Manufactures. 

XIIL 

PEOrLE. 

XIV. 

Cities. 

XV. 

Internal  Improvements. 

XVI. 

Commerce. 

I.  Railways  and  canals. 
a.  Navigable  rivers. 
3.  Commercial  centers. 

XVII. 

Government. 

XVIII. 

Civil  Divisions. 

XIX. 

Education. 

I.  Common  schools, 
a.  Higher  institutions. 
3.  Eleemosynary  institu- 
tions. 

XX. 

Institutions. 

XXI. 

HiSTORICAU 

I.  Settlement. 

a.  Admission  to  confed- 
eration. 

3.  Places  of  historical 
interest. 

XXII. 

Miscellaneous. 

This  outlkw  ^ouU  be  considered  as  suggestive  and  should  be  varied  in  minor 
points  to  ad^t  it  to  the  province  student.  To  illustrate,  Nova  Scotia  has  an  exten- 
sive coast  line,  while  Manitoba  has  bcmm  ;  tart  Maatt<ri)  >.  has  a  number  of  interest- 
ing lakes,  while  Nova  Scotia  has  not. 

The  plan  also  can  be  used  to  good  aitrMBiMge  for  the  study  of  Canada  as  a 
whole.  When  used  in  this  way,  such  topics  as  minerals  and  manufactures  should 
be  expanded  to  include  the  various  products  under  these  headings.  The  outline 
serves  the  doable  purpose  ol  fumidutq^  a  definite  jptan  for  the  study  of  a  political 
division  and  an  excelkatf  scheme  fw  review.  By  its  use  the  various  topics  can  be 
properly  related  aad  the  student  can  gnn  a  ccuiMcted  idea  oi  the  subject. 


QUESTIONS  ON  THE  GEOGRAPHY  OF  CANADA, 
and  aSSS.*''  '"^  °'  ^*°-*^  "«•  ♦»•«  .re.  of  the  United  Sute.;  of  O^ 

WharnhJ^ ^*  Saguenay  River  famous? 
overcoln  ""'^^^''^"^  "^  ~^^»-  --r  in  the  St.  Uwrence?    How  are  they 
Which  province  has  the  hugest  area  ?   The  smallest  ? 

.  ^  If  the  'pSe'of  Q?e£?wtrrs"£nTelv  ±.",  T."^  *°  *"*  «»"*«  '""*? 
inhabitants  would  it  hav^  *""'^  populated  as  Belgium,  how  many 

bo.tSVSrfthlJYolL'S!;"  °'  *'*"  ^°"  -""  P-  tbrourh  in  g.ing  by 
Name  and  locate  the  national  parks  of  Canada 

for  the  position  it  occupies?  ^      ''''  Domm.on?    How  do  vou  account 

^^^How  „,,„,  d.p^„^  ^  ^„,  ,„  ,^^  .^^.^  j<„en„^,    Nam. 

Kcoont  for  the  difference?  victon.,  B.  C,  or  Quebec?    How  do  you 

rail  S'CSSl  totL'S^??,"""'  'i'^  '-»•  •"■"I"  P-  tkrough  i„  gotag  b, 

**"?«  are  the  most  important  railwavl™««*/-^  J  ^   ^. 
extent  of  each.  ^         "'"^^^  ''""  «*  Canada  ?   Give  the  location  uid 

Wha!  rSn"'  "°*'^  ^'":  ^♦'"^  fi"«  harbors? 
When  was  the  Confederation  formed? 

,      hS:  rny'^^^Tvtrn^^-^tr^^^^^ 

formed?  ^  governors  general  has  Canada  had  since  the  Confederation  was 

of  ^f  """"^  "^  '"^  P™vince  of  Ontario  formerly  known?    The  province 

produ'S^*  ^^""^'^  '"^'  ^»  manufactures?    m  the  exporting  of  ,gricdt„„, 
For  what  is  Yukon  noted? 
What  important  harbors  are  on  the  Pacific  roast ' 
Kame  and  locate  the  leading  universiSf  Sda. 

— W7— 


LocATioir. 

1.  Latitude. 

2.  Longitude. 

3.  Position  in  the  Dominioii. 

4.  Boundaries. 
Surface. 

I.  Highlands. 
a.  Lowlands. 

Plateaus. 

River  valleys. 
Climate. 

I.  Characteristics, 
a.  Temperature. 

3.  Rainfall. 

4.  Influence  of  the  Great  Lakes. 
Resources. 

1.  Mineral. 

Silver. 

Nickel.  » 

Petroleum. 

Copper. 

Iron. 

2.  Agricultural. 

Dairy  products. 

Live  stock. 

Fruit. 

Wheat. 

Oats  and  other  grains. 

3.  Manufactures. 

Lumber. 

Cotton  and  woolen  goods. 

QUESTIONS. 
How  does  Ontario  compare  with  the  other  provinces  in  populatimi? 
How  many  of  the  Great  Lakes  border  on  Ontario?    What  is  their  influence 

nn  the  climate?  ^  ...  .  ^-        e   -t      ^ 

How  does  Ontario  rank  with  other  countries  in  the  production  of  silver? 

Where  are  her  silver  mines  located?  -    ,.    .       ,     , 

How  do  the  fisheries  of  Ontario  compare  with  those  of  Nova  Scotia  in  value  ? 
How  do  they  compare  with  those  of  the  otncr  inland  provinces? 

Where  are  the  copper  and  iron  re^ons  located? 

What  are  the  most  important  agricultural  products  ?  ,  ^       . 

How  do  the  manufactures  of  Ontario  compare  with  those  of  the  other  prov- 
inces in  extent  and  value?  .      ,   «      j  * 

What  are  the  chief  commercial  centers  of  the  provmce?   How  do  you  account 

for  their  location?  .    „..  .   .  , 

^^^lat  white  men  first  entered  the  region?   What  was  their  purpose? 
By  what  name  was  Toronto  formerly  known  ?   In  what  war  was  it  destroyed . 
What  are  the  chief  educational  institutions  of  the  province?    Where  is  each 

What  svstem  of  canals  between  Kingston  and  Mcntreal? 
Are  the'  Thousand  Islands  a  part  of  Canada  or  of  the  Umted  Slates?    i-or 
what  are  these  islands  nMed? 


Extent. 
I.  lji^.gth. 
3.  Average  breadth.  ^ 

3.  Area. 

4.  Rank.  ^ 
Drainage. 

1.  Watersheds. 

2.  River  systems. 

3.  Rivers. 

4.  Lakes. 
Foundry  products.    . 
Flour. 

4.  Fisheries. 
Population. 

I.  Total. 

a.  To  the  square  mile. 

3.  Rank. 
Cities. 

Government. 
Education. 

1.  Public  schools. 

2.  Provincial  institutions. 

3.  Other  institutions. 
History. 

1.  Discovery. 

2.  Early  exploratwns. 

3.  Early  settlements. 

4.  Union  with  Lower  Canada. 

5.  Formation  of  the  Confederation. 

6.  Recent  growth. 


LOCATIOK. 

I.  Latitude. 

a.  Longitude. 

3.  Position  in  the  Dominion. 

4-  Boundaries 

EXTINT. 

I.  Length. 

a.  Average  breadth. 

3-  Area. 

4-  Rank. 
Surface. 

I.  Highlands. 

Mountains. 

Height  of  land, 
a.  Lowlands. 

Plains. 

River  valleys. 
Drainage. 
I.  River  systems, 
a.  Rivers. 
3-  Lakes. 

CUMATB. 

1.  Characteristics, 
a.  Temperature. 
3-  Rainfalls. 
Resources. 
I.  Mineral. 

Iron. 

Lead. 

Asbestos. 

Graphite. 

Building  stone. 


a.  Agriculture. 
Wheat. 
OaU. 
Potatoes. 
Peas. 
Tobacco. 
Dairy  pioducts. 
Live  st'<k. 
3-  Manufactures. 
Lumber. 
Woodenware. 
Pulp. 

Boots  and  shoes. 
Sugar. 
4.  Fisheries. 
Population. 
I.  Total. 

a.  To  the  square  mile. 
3.  Rank. 
Cities. 

Government. 
Education. 
I.  Public  schools, 
a.  Provincial  institutions. 
3.  Other  institutions.   • 
History. 

I.  Discovery  and  exploration. 
Early  settlements. 
Transferred  to  England. 
Union  with  Upper  Canada. 
Confederation  formed. 
Recent  progress. 


f : 


.M 


a. 

3- 
4- 

t 


QUESTIONS. 

^_^W*o  d,KO««d  ,h.  site  0,  Momml?    h  „h„  ,«,    Wha,  did  h.  ftrf 

What  IS  asbestos?    For  what  is  it  used ? 

*or  what  is  Moitreal  noted  ? 

Wilf^*^  ocean-going  steamships  ascend  the  St.  Lawrence  river? 

LiveSS  ttSSir*to"cl^  I-'""'  "^r  ~"*'^  ^^^  Montreal  and 
or  Nw  York?  ^**  '*  "*  preference  to  the  route  from  Boston 

v!£!JS,5jS?'-^°"l"?'?;''Q«*^?  How  bit  formed? 
vvtolcelehrated  university  in  Montreal  ?   In  Quebec  ? 

Where  are  the  chief  hmiber  interests  of  the  piwince  located? 


LOCATIOK. 

1.  Latitude. 

2.  Lxmgitude. 

3.  Position  in  the  Dominion. 

4.  Boundaries. 
Extent. 

1.  Length. 

2.  Breadth. 

3.  Area. 

4.  Rank. 

SUKFACE. 

I.  Highlands, 
a.  Lowlands. 

DSAINAGE. 

1.  Watershc-'s.  » 

2.  Rivers. 

3.  l^es. 

CUMATE. 

1.  Characteristics. 

2.  Temperature. 

3.  Rainfall. 

Rl^URCES. 

I.  Minerals. 
Coal. 
Iron. 
Gyprum. 


3.  Agricultural. 

Grains. 
Live  stock. 
Daily  products. 
3.  Fisheries. 
Population. 
I.  Total. 

a.  To  the  square  mile. 
3.  Rank. 
Cities, 
goveknment. 
Education. 

1.  Public  schools. 

2.  Provincial  institutions. 

3.  Other  institutions. 

'llSTOtY. 

1.  Discovery. 

2.  Early  settlements. 

3.  Conflicts  between  French  and 

English. 

4.  Becomes  English  territory. 

5.  Confederation  formed. 

6.  Recent  pro;. 


QUESTIONS 


Why  does  New  Brunswick  have  so  many  good  harbors?   What  Is  the  extent 
of  her  coast  line?  . 

What  are  the  most  important  minerals  m  the  provmcer 
*    What  are  the  chief  agricultural  products? 
"By  whom  was  New  Brunswick  first  settled?^ 

How  did  the  prc.mce  happen  to  becwne  British  territory?  _ 

How  do  the  fisheries  of  New  Brunswick  diflfer  from  those  of  OnUno  and 

*"How"does  New  Brunswick  compare  witfi  Manitoba  in  area?    In  population? 
What  commercial  connection  does  the  province  have  with  foreign  countries. 
To  what  group  of  provinces  does  New  Brunswkk  bekwig? 
What  are  the  chief  commercial  ports?  .....    tt  1*^  c*,.-.? 

What  railway  connection  does  New  Brunswidc  have  with  the  United  bta-esr 
What  products  does  she  export  to  the  United  States? 
In  what  part  of  the  province  are  the  most  extensl-.'e  foresU?       _^   _  .     . 
Over  vhat  lines  of  railway  would  you  travel  m  going  from  St.  Jc*n  to 

Toronto  by     Jn?   What  is  the  distance?  -    .   .1 »    wt,v? 

Whidi  has  the  heavie-  rafefell,  New  Brwwwkac  or  Saflotaewwi?    wnyf 


LocATioir. 
t-  Utttode. 
a.  Loi^tude. 
3-  Poiition  in  the  Oominjoa. 

Extent. 
I.  Length, 
a.  Average  breadth. 

3.  Area. 

4.  Coaatlinc 
5-  Rank. 

SuirAoc 
I-  Hi^hlanda. 
3.  Lowland*. 

DiAINACI. 

I.  Rivera. 
a.  Lakes. 

CUMATK. 

I.  Characteristic*, 
a.  Temperature. 
3-  Rainfall. 
Rmoumcis. 
I.  Mineral. 

Coal 

Iron. 

Manganete. 

Gypsum. 


^««t8cotlk 


a.  ApiculturaL 

GraiiM. 
PMatoes. 
Root  crops. 
Fruit. 
„  Live  stock. 
3-  Fisheries. 

rbPULATION. 

I.  Total. 

a.  To  the  square  mile. 

3.  Rank. 

CiTIBS. 

govehnment. 

Education. 

I.  Public  schools. 

*•  ^vincial  institutions. 

3-  Other  institutions. 
HtSTOiy. 

I.  Explravtion.  • 

a.  Early  settlement. 

3.  Story  of  the  Acadians. 

^    BecoMi  British  territory. 

5      "nfederation  formed. 

o.  '^«cent  progress. 


M 


i\i  ' 


other'?^^,^'^^*  ^-"^  !»«-««  compa«  in  area  and  population  with  the 

^JS'^hats^^f't'Sit^i^St'^'r"-'  "^y' 

JVJat  are  the  fan^*t Sj^ts^^ "  *"'  "  ^P*"  ■"  ""? 

%:»cS:?&i3'„tu^sr''-^ 

^  QUESTIONS, 

•t  frX.'SSa?  '^^^  *<»  Nova  Scotia?    What  body  of  water  separates 

*«t  K;'S:S?°'  """^  ^^''  «*»*  «~?    How  does  it  compare  with 

Stl^Su/^^fr^  •"  «q«*ble  climate? 
WW  !12L    *  ^r*"*^  industry? 
p^wi»t  itgtoo  of  Nov.  Scotia  has  been  immortalized  by  one  of  LongfeDow's 

/  "  naanx  an  inqx^tant  seaport? 


Location. 
I.  Latitude, 
a.  Longitude. 

3.  Potition  in  the  Domlnioa. 

4.  Boundaricii. 

EXTKNT. 

I.  Length  and  breadth. 

a.  Area. 

3.  Rank. 
Surface. 

I.  Highlands. 

a.  Lowhuids. 

Prairies.  • 

River  valleys. 
Dkainack. 

I,  River  systems. 

a.  Rivers. 

3.  Lakes. 

CUMATB. 

I.  Characteristics, 
a.  Temperature. 
3.  Rainfall. 
Resources. 
I.  Mineral 


a.  Agricuhural. 
Wheat. 
CXhcr  grains. 
Live  stock. 
Dairy  products. 
Fruit. 

3.  Manufactures. 

4.  Fisheries. 

PorULATIOH. 

I.  ToUl. 
'  a.  To  the  square  mile. 

3.  Rank. 
Cities. 

Government. 
Education. 

I.  Public  schools. 

a.  Provincial  institutions. 

3.  Other  institutions. 
History. 

I.  Hudson  Bay  Territory. 

a.  Northwest  Territory. 

3.  Admitted-to  the  Confederation. 

4.  Recent  development. 


QUESTIONS. 


To  whom  did  what  is  now  the  province  of  Manitc**  fbrnariy  behmg? 

What  proportion  of  the  area  of  Manitoba  is  water? 

What  traiwportotion  facilities  docs  Maottoba  have  that  are  not  possessed  by 

Sadcatchewan  and  Alberta?  .    ^    r,       x      ■     *  t,.^  «:t 

What  has  made  Winnipeg  such  an  important  city?    How  far  is  it  from  bt. 

Paul,  Minnesota?  ...  ,  j.  ■      ■% 

What  is  the  most  important  manufacturmg  mdostry  of  the  province  ? 

Would  a  railway  to  some  point  00  James  Bay  be  of  any  advantage  to  Mani- 
toba?  Why? 

What  are  the  forest  regions? 

WfaM  species  of  trees  are  most  connnon?  .      .    ^      ,.i.„> 

What  bixgt  lakes  in  Manitoba?   What  kinds  of  fish  are  taken  m  fliese  lakes 

What  ohSms  Manitoba  a  "sportsaan's  paradtse"  ? 

When  did  Manitoba  become  a  proviioe? 

What  natkmalities  are  found  aoMmg  h«r  inhabitants? 

Which  has  the  colder  winters.  Wmnipeg  or  aigary?   Why?        ^  .,  .,  . 

Br.wbalt  imtlways  Is  ManHoba  cenoected  with  important  aties  m  the  United 

To  what  point  is  tl«  Red  River  of  tfie  North  navigable? 
Wl»t  portkm  of  Manitoba  drains  into  Ae  Missouri  River? 


»•  Africulturc. 
Wheat. 
Otu. 

Uy  atock. 
D»iry  products. 
Roots  and  vcgctablea. 

3-  manufactures. 

4-  Fisheries. 
Population. 

I.  Toul. 

a.  To  the  square  mile. 
3-  Rank. 
Cities. 

GoVEaNMINT. 

Education. 
I.  Public  schools. 

*  ^?^'"^'"'  'n»'«««tion8. 
3-  Other  institutions. 

HiSTOlY. 

I.  Exploration. 

a.  Part  of  Northwest  Territories 

3-  Admitted  to  the  Confederation. 

4-  Recent  development. 


LOCATIOW. 

I.  Utitttde. 

a.  Longitude. 

3^  Position  in  the  Dorainioii. 

4-  Boundaries.  ^^ 

EXTEKT. 

I.  Length. 

a.  Average  breadth. 

3-  Area. 

4.  Rank. 

SuilFACB. 

I.  Lowlands, 
a.  Highlands. 

DtAtNACS. 

I.  Watersheds, 
a.  River  systenw. 
3.  Rivers. 
4-  Lakes. 

CtlllATl. 

I.  Characteristics, 
a.  Temperature. 
3-  Rainfall. 

RUOUICES. 

I.  Mineral. 
Coal. 
Clay. 

QUESTIONS. 
wSJ  otS t^vin^r'SS  ri  ^l!?'5^?-"  take  it,  name.^ 

whj  r^t  s.74s»sJ;Si;  SeTr?vrncJ5-'  -'  P'°^-^ 

k.tch^'or'SaS^^r  """"*  '•^"'  SiikatchJlan  or  Alberta?    Sas- 

§^o;5s,l!StJi;s:i;S.^„^':srA'S^^^^^  United  sutes? 
What  .„  theXStssr;;*^^^^^  ^fXstciJ°*'«*-  °'  ---  ^ 

What  large  lakes  in  the  northern  part  ? 
W^Ti^  ^  °^  **»"■  '^  "OS*  of  the  rivers  flow  ? 
WhS  ^*T.'f^  **  United  Stote,  toSda^/ 
t''«cSSiSft:!^rit1S^r^      Previous  to  the  «,missio„.„, 

i™  :5ffirt?^fiS^i^  -I  Alberu  When  these  prov- 

SS^J^PitalofSaska^h^? 

Wtat  ^Mar  tl^ .ootheMteru  corner? 

mSllSar^J^r^y  «>  of  Jmport«ce? 

K  nortS^°'  theprovU  i;rSirees  of  latitude' 
of  loiS^de?"^  "^  •«'*«™  t««I^Iincl„de  the  sSme  number  of  degrees 


WBbnttu 


LOCATIOH. 

I.  Latitude. 
3.  Longitude. 

3.  Position  b  the  Dominion. 

4.  Botmdaries. 

EXTBMT. 

I.  Length. 

a.  Average  length. 

3.  Area. 

4.  Shape. 

5.  Relative  mm. 

SUSFACE. 

1.  Lowlands. 

Prairie. 
Valkys. 

2.  Highlands.  , 

Mountain  ranges. 

Dkainace. 

1.  Watersheds. 

2.  Rivers. 

3.  Lakes. 

CUHATE. 

1.  Characteristics. 

2.  Temperature. 

3.  Rainfall. 


^ 


Rssouicn. 
I.  Mineral 
Coal. 

Building  stone. 
Clay.  -       * 

Petrdeum. 
a.  Agriculture. 
Wheat. 
Oato. 

Live  stock. 
Itairy  products. 
Roots  and  v^jctables. 
3.  Manufactures. 
Population. 
I.  Total 

a.  To  the  square  mile. 
3.  Rank. 
jCrriES. 
goveknhbnt. 
Education. 
I.  Public  schools, 
a.  Provincial  institutions. 
3.  Odier  institutions. 
Hisnmv. 

I.  Exptoration. 

a.  Part  of  Northwest  Territories. 

3.  Admitted  to  the  Confederation. 

4.  Recent  development. 


QUESTIONS. 


Why  has  the  popuhtkm  of  Alberta  increased  so  rapidly  in  recent  years? 

Fnmi  what  countries  have  imwt  of  the  inhabitants  come? 

What  great  lines  of  laihvay  cross  the  province  ?   Which  of  these  have  numer- 

''^'l^do^the  rivers  of  Alberta  compare  with  those  of  British  Columbia? 

Account  for  the  difference. 

'      In  what  tocalities  is  irrigation  earned  on?    ^  .      , 

What  are  the  imporUnt  railway  centers  in  the  province  f 

What  makes  Calgary  an  impwtant  city?  «,^«m? 

Which  has  the  higher  altitude,  the  southern  or  northern  part  of  the  provmce? 

What  is  the  chief  mining  industry  of  Alberta? 

What  is  the  chief  agricultural  industry? 

From  what  countries  have  most  of  the  mhabitante  come  f 

What  regions  are  affected  by  Ae  dnnorfc  winds? 

^!;;2rSetdidi^I  proposed  Hudson  Bay  railway  be  of  any  advan- 
tage  to  the  farmers  of  Alberta?   Why? 

In  what  region  are  the  lakes  most  numerous?         ,»k..,„„a«»? 

What  moratahis  extend  across  the  northern  part  of  the  provmce? 

What  river  flows  through  a  gap  in  th«e  "«»*;«";    „^  ^,  ..  -nvemed 

When  was  AlberU  admitted  to  the  Confederatton?    How  was  it  govemeo 


EMI' 


Location. 
I.  Latitude. 
a.  Lon^tude. 

3.  Position  in  the  Dominion. 

4-  Boundanes. 
Extent. 

I.  Length. 
a.  Breadth. 
3-  Area. 

4.  Shape. 

5-  Rehitive  size. 
StnPACB. 

I.  Mountains. 

Systenu. 

Ranges. 

Peaks. 
>•  Lowhnds. 

Coast  lands. 

River  valleys. 

Lake  basins. 

UKAINAtX. 

I.  Watersheds. 
»'  River  systems 

3-  Rivers. 

4-  Lakes. 


BHtW»  ColiimWa. 


CUMATB. 

1.  Characteristics. 

2.  Temperature. 

3-  Rainfall. 

4-  Healthfubiess. 
Resources. 

I.  Mineral. 

Minmg. 

Quarrying. 
a.  ^icultural. 

3.  Manufactures. 
4-  Fisheries. 

Population. 

1.  Total. 

2.  To  the  square  mile. 
3-  Rank. 

Cities. 

govebnuent. 

Education. 

I.  Public  schools. 

a.  Provincial  institutions. 

3.  Other  instituti(Mis. 

HiSTOEY. 

1.  Discovery. 

2.  Early  settlement. 

3.  Admitted  to  tiie  Confederation. 

4.  Recent  devek^ment. 


|:|MI 

.J5 


QUESTIONS. 

tetine  pwties?  ^*  *'*'"**'  *°f      s  boundary  by  one  of  the  con- 

WW  f/!i?t  '^^  ^ri«ltural  products  ? 
S^  »  ^  ^diy  farfustry  of  the  provtace? 
^  J^w  do  the  fishers,  of  British  Coiia"^k  witi,  those  of  oti.er  provinces 

branchS?  '^*'^  ^^^  province?   Which  of  these  line,  has  numerous 
^^is  Britid.  Columbia  attractive  to  tourists?   What  portions  of  it  are  most 

lESlSrSi^'^JJp^P-— Po-^  Why? 
KsSS«=^-SrSSoS^S5   Where  is  each  kxated? 
^^^  h«*eri»j  |„  BritS  Cohmd^^fctL  lumbering  in  Ontario 
^^>^a«  BritiA  Cota»|«  with  CaHfornia  in  ««.,  climate  «KI  h^^ 


u 


WHEAT  CROP  OP  CANADA.  BY  PROVINCBS;  IN  10.00*000  BUSHBIA 


WORLDS  PRODUCTION  OT  WHBAT:  IN  100,000.000  BUSHBU. 


GBEya^iMw 


>  NPNMiti  IMMB  tquare  ndUi, 


ARBAS  or  COVNTRIBS 


L    PoBMsn  or  Tbacho.  i 

I.  To  give  knowledge. 

a.  Immeduite  mrroandiiigs;  why? 

Plants. 

Aninwb. 

Occtmatioos,  etc.,  etc. 

b.  Prind{det  and  laws  of  geography. 

Clhnatk  effects;  wlnt? 

Distribtttkoof  life;  resultt? 
c  Application  of  laws. 

Detennining  what  conditions? 
d.  Observing  these  conditions. 

Control  human  activities;  how?  when? 

n.    PttPiUiATioK  <»  Teacher. 

1.  Knowle^  of  what  prinaples?   AWUty  to  i^y  how? 
a.  Knowledge  of  what  facts?  Specific  and  general? 
3>  Knowledge  of  methods  of  teaching. 

UL     Aim  TO  TtACBBt's  PiBPASATION. 

I.  Study  of  what  works? 

a.  Study  of  what  related  sciences? 

3.  Siqt^ementary  reading;  what?  object? 

4.  Cttservation ;  when,  where  and  bow? 

IV.     EQtnPMBNT. 

I.  Collections  of  what?  For  what? 
a.  Scrap  cabinet  Consists  of  what? 
3.  MisceOaneous.   Individual  ideas. 

V.  Gkades. 

1.  Primary. 

a.  Nature  study. 

b.  Facts  and  geograf^ical  conditions. 

c.  Towns. 

OccupatiMis.    What?   Whv? 
Transportation.    What?    Whv? 

d.  Maps.    What?    How  presented? 

e.  Travel 
a.  Intermediate. 

a.  Text-book;  adjustment  of  mmd. 

b.  Maps;  of  what?    Proportions? 
3.  Grammar. 

a.  Advanced  text4)ook;  how  used? 

b.  Reference  work,  etc. 

VI.  Gbnekal  Aros,  ALtGitAOBS. 

1.  Study  of  type.   How?   What? 
a.  Comparisons. 

Forms,  or  outlines. 

Instances. 

Surfaces. 

I^ainage. 

Climate. 


i'low  used?^ 
Purpose? 


Races  of  men. 
Animals. 
Occi^Mitions. 
Gvilization. 
Growth  and  dedme. 


wJ^  ■^'■*!!^  '  *~  VfrntumutOj  fond  of 

"     WM  hid  out  to  »•  puvku*  of  bootal^ 

—»0^imHm  frmikm. 


Geology 


divided,  and  tl^  i»^  gSS  SSVhSf^  "*"•  ""^  ****  P*'^  "« 
From  this  artict  ti^  ire^f^fl^  *i"?  a«  fusing  changes  in  the  earth, 
^items  n^tioDtdhiiuS^^!^,^!^^  twoity-dght  period,  and 
UtME,  Dip,  ^l.  Fault  taMT«w^i.*5'  ^'^  °°  Physical  Gwomfhy, 
tetnm  nintioneS'  ^Sf'J^'^^  ^^^  "i£°«  <^  «uu,y  of  the' 
tain,  about  aoo  articles  on^SenoSS^inSSSf  ill  %  ^*P*^SP«t  «»«>  con- 
frth..  and  Mme  articles  «p<m^SKiJSofX^h?l'"P?*"*^"^  «»<* 
Survey  or  the  Ukitid  Whs  GLAcS»^^.t  m^'*^  "^  "  Geoloqcal 
OCT,  and  an  article  on  M^JillSw  '  **^"'°«'  0«.  Palwhtol- 

,, OUTLINE. 

TbUSIIS  »  OUGIN  w  Eabth. 

I.  Length  or  Extent 

"•  ^S^*^  ^""^  *»"  '«»^  ^«"<'  «  Afferent  stone 
a.  Object. 

a.  To  trace  the  development  of  vesetable  ami  .nm..!  i*    i^ 

3.  Name.."*"'  °    ^^  °'  '*'=''  "tone^Sd  *™^'  ''*'  "^ 

■*  ^i^Z^"'}''^^^^'"'^  o*  «»«««  rocks 
No  form  of  anunal  KfcT^  ^^' 

c  AVeotoK— Appeanng  of  contmeots. 
romation  of  coal  measures 
R«^  J«getation-age  of  coal  pfautts. 

Age  of  Inhe..  uuects,  scorpians,  ampiuTwuttr^^ 


L 

n. 
in. 


IV. 


d.  MocMoie— Pomgrion  oi  •aodftoaie.'^^Binieds,  fdd,  tic. 

Vegetation— Gicat  variety,  tices  retendtling  our  oak,  birch, 
poplar,  etc.  i 

Animal*— Great  irariety,  flying  birdf ,  reptiles,  etc     f 
fc  Cenoioic— Continentt  nearly  as  they  are  pow. 

Birds,  mammals  (milk-givers),  etc 

Snow,  floods,  ice,  formatkm  of  caves. 

Age  of  man. 


V.     BlOCatAPHIKS  OF  Gbolocists. 
Agassis.  Dawson,  J.  W.  Hitchcock. 

Buckland.  Darwin.  Laaarck. 

Buffm.  Dana.  L«  Conte. 

Cuvier.  Geikie.  Lydl. 

Dawscm,  G.  M.  Hayden.  Miller. 


Murchison. 

Owen. 

Powell 

Pytiiagoras. 

Silliman. 


Smith. 

Straba 

Th(»nson. 

Tyndall. 

WinchelL 


QUESTIONS  ON  GEOLOGY. 
What  is  geology?   Wta*  is  now  *e  accepted  Aemy  as  to  «ie  origin  of  *e 

**'*What  proof  have  we  Aat  the  interior  o«  the  earth  is  liot?  Were  tiie  rocks 
of  your  ndghboriiood  fonned  through  the  action  of  heat  or  v«ter?  Why  your 
answer?    What  omses  an  eaiftquke?    A  vokamc  eruption?    .    .,  ^_  _, 

By  a  study  of  the  cokwed  ^te  of  preooas  stones,  vrtiat  snmlarity  do  you 
see  between  the  diamond  and  the  opal?  The  tjirmoise?   The  amethyst? 

What  makes  a  hfflside  uneven  and  rough?  .What  "«»^.^y^? 

Where  does  the  soil  come  from?    What  is  it?    ifow  formed? 

Since  the  earth  is  being  constantly  worn  down,  what  prevento  it  from  being 
entirely  immersed  in  the  sea?  j     •       .       » 

What  is  the  difference  between  geology  and  mmeialoBr  ? 

What  are  the  seven  varieties  of  maiMe?    What  w  ttie  ^fferenoe  between 

marble  and  granite?  .  .     .  l. 

What  are  sOTie  of  the  causes  of  the  chaagea  m  the  eaitii't  crast  irt  present? 

Cite  some  instances  of  dwage.  

What  are  &e  uses  of  marble?   Grawier 

How  is  quart*  used  in  the  maanfactnre  of  porcelam? 

What  is  amalgam?  ^u.   •  .    •    o 

What  are  some  of  the  theories  regardmg  the  ntnre  of  the  earth's  mtenor? 
How  much  fud  is  requwed  to  smek  a  ton  of  iron?    How  many  hundred 
tons  of  coal  per  dav  is  required  to  run  a  modem  stemship?    How  many  thou- 
sand tons  to  make  a  voyage  across  the  Atlantic? 

What  a  stratiied  rode?  ^^ 

By  what  means  do  we  taiow  die  form  of  (drat  or  aanad  life  existmg  before 

Which  existed  first,  animals  or  plant?    How  do  we  know? 
What  is  a  quarry?  .       ^  j.        ^, 

What  is  the  ^ference  between  ood  and  damwads? 
What  is  the  action  of  frost  on  rocks?    What  is  Ae  aetkm  of  rain?    Why? 
What  U  the  origin  of  Ae  Mb  and  mowrtains? 
Where  are  the  stratffied  rocks  geaeraify  fo«tml? 
What  effect  does  kenasB  OB  iwfc?   Air? 

Why  do  we  sometinMS  find  single  rocks  weig^uag  tany  tmis  k>cated  on 
levd  farm  lands? 


WlMrt  propertiM  hat  water  that  it  i» 
With  what  rapidity  do 


How  do  waves  chaiuie  the  aeadiore? 

able  to  decompoae  rocksr 

♦i«  ^■*iM.S!~**L^   Where  found?    How  formed? 
they  move?    mat  effect  would  they  have  on  .urface? 

What  was  the  glacial  period?    What  effects  did  it  have  on  the  earth? 

«ooe^  'il^^'*^**  "^^  •""•  P^**  '°'  •  *^«^'    A»  -»»*  ^  "  the 

Of  wlMt  element  is  the  diamond  the  pureM  form? 

For  what  do  mining  engineer,  use  diamonds?    Copperplate  engravers? 

XVh^lv^^'Z^J'^'  ^"*x*r^  li*^'  «'  »he  fam^KSi-i-nooVdiamond' 
What  IS  the  remarkable  sue  of  the  Cullianan  diamond  found  in  igos? 

How  does  the  ruby  compare  in  value  with  the  diamond?    The  emerald? 
Where  and  how  are  jpearls  obtained?  «"cr»iar 

to  irSS?*'**  ***  ^"     ******  *°  *^"''''**'  *''*'y  *^*  y*"  P***  "P  yo"""  ?"«' 

^^What  is  onyx?  Where  is  it  found?  What  have  you  in  your  home  made 
1^  ^'^iP^^J?  '^Jf?" :  Physical  Geography ;  Dike ;  Dip ;  Fossil ;  Fault  •  Val- 
§i,£!roi  TrrSK- •     """"=  ^''"'*'  typotheslsj^lilacier/Sil^d 


KlMDS. 

Pure  gold 
Jewelers'  gdd 
Gold  for  coinage 

DimaunoM  ur  United  Stato. 
California 
Colorado 
Dakota 
Idaho 
Montana 
Nevada 
Alaska 


eeid 


Gold  FisLOSb 
Australia 
Peru 
Bolivia 

Ural  Mountains 
New  Zealand 
British  Columbia 
Kkmdike 
South  Africa 


rt 


li: 


TEST  QUESTIONS  ON  GOLD. 


gold?    What  is  its  value  compared  with  silver?    With  copper? 


What  it 
With  brass? 

wJS*  'S?**"*  thinneM  can  it  be  beaten? 
to  D«  mS^s?  '"^  *°  ^"-^  °*  «°'**  »»«**  *«»»  New  York  City 

How  ««*  heavier  is  gold  than  water?    Than  silver? 

H      "*y  <*"»**  denote  pure  gold?  ^ 

MOW  BBKh  copper  is  used  in  gold  coinage? 

hte*^_^x"g'''  °*  ''*»*  de««rcrf  fineness? 

HoJu  ^iiS^*!:!!^^ '"/"^V"""^?    How  is  it  obtained? 
™»«  A  »tn^  from  sand  and  gravel? 

wnere  was  the  chief  supply  of  gold  found  before  the  discovery  in  California  ' 

— 301— 


ia     4T 


t 


What  was  the  ywr  of  tteooU  fever  to  CaUfofi^         

U  foU  foaad  to  aav  of  Ae  Uotod  States  beridaa  Cfetiforakr, 
How  many  hndrcd  mUHoa  doOan 


Wat  thtMt 


tht  aaanal  pradoetloii  ^  foM 

When  wm  the  Gold  Fiekb  of  Atutrattaopened?        ^         . 

What  ktod  of  gold  do  deattata  we  ««»^tog,«^  u-.i«.. 
WlHt  is  the  cariktt  record  before  Chrtot  of  pid  bcatteg? 

known  to  Homer? 

What  do  gold  beatert  mwn  by  a  "cotdi"?  

How  maiv  boon  nHHt  gold  be  bMtM  bcfoR  it  wiD  aiMwd  <Mt? 

Iron 


II. 


in. 


IV. 


V. 


Paonarrus. 
I.  Dnctitity. 
3.  MaUeabiUty. 

8.''13ctfiods  of   kwding 

and  unkMding  ore 

3.  Hardness  (tenpcrtoff). 

vcisels. 

4.  Magnetism. 

1 

b.  Potts. 
3.  Smelting^-Object 

luFUBinit. 

a.  Crusher. 

I.  Carbon. 

b.  Bhkst  furnace. 

a.  SiHcoa. 

c  Manner  of   tapinng. 

3.  Solpbnr. 

cooling,  etc 

4.  nnsphoms. 

VL    Pio  UoK. 

CoMfcuNsa. 

I.  CSiaracteristks. 

t.  Oxides. 

a.  Rough. 

a.  Sulphides. 

b.  Coarse. 

3.  Chloride. 

c  Britde. 

4.  Hydrates. 

a.  Uses. 

Oan. 
I.  Kinds. 

a.  Iron  castings- 
Stoves,  frame- 

a.  Red  hematite. 

woric,  etc 

b.  Brown  hcmatile* 

VU.    Wkkjght  Imok. 

c  Magnetite. 

I.  Oiaracteristics. 

d.  Spathic. 

a.  Soft 

2.  Ustribution. 

b.  Flexible. 

a.  United  States. 

c  Ductile. 

Femuyhrania. 

Vtrgtoia. 

8.  Uses. 

Adirondack  Mts. 

a.  Nails,  wire,  etc 

Lake   Superior  re- 

Vni.    Stebl. 

girnis,  etc 

I.  Characteristics. 

b.  Foreign   Cmmtries— 
'  Russia.  Eiu^tad, 

b.  HudT 
&  Tenacious. 

AuMfia«  Spato, 

d.  Gny  to  cdor. 

Scandanaria. 

'    a.  Uses. 

MimimgOib. 

a.  Framework  of  large 

I.  Methods. 

>   raailinff.          Ore  to 

DUiHIIIiigS* 

b.  Bridges. 

formof  kdge. 
b.  Steam  Aovd.   When 
on  is  soft 


c  ^ed  raHs  and  ties. 
d.  Watches— Main- 
springs, etc 


IX.   Hmtwy  or  m  iMDotnr. 

I.  AadcBl— Bnrptiaat,    At> 
•yrfauu,  B^jrloniuM, 
RomuM.  Grado,  Iron 
Age. 
&  Modeni. 

a.  United  States  raain 
bow? 


k  Eagtead  raaka  how? 
c  Genmay  nakt 
bow? 

Uns  OP  Ikon  m  Mmairi. 
I.  Blood  purifier. 
3.  Stimnhtei  digfttion. 


QUESTIONS. 
^^Wbit  it  iron?    Why  are  steel  plants  generaUy  built  near  extensive  coal 

l^j^^jWTv^  iron  mst  easily?    What  U  rut?    What  kind  of  iron  in  your 

u  ifS?****  *"'  *****'  '™**"  "***^  *""*  ~^**  be  used  for  the  same  purposes 

th.  JUISi^  ^.^  **^*  *•*  *****''  «»'<'  o'  '«»?    Which  coostittttes 
the  sreatest  nctor  m  the  worid's  progress?  w«,hiuic» 

Wjo  was  Krupp?    Bessemer? 

Why  is  coke  used  for  blast  furnaces? 

What  IS  slag?   To  what  practical  uses  is  it  put? 

,J2-25»*^^^  1%  iron,  cast  i«».  wrought  iron  a^  Name 

W^  effect  do  repeated  smehiiws  have  on  iron? 

^^♦^iHfL?'-**  ^"^=    Came«e.  Schwab,  Frick.  Gates,  etc.? 
of  sSr        ^^  *  mm  in  the  iron  age  ?^Vhat  are  s^ie  of  the  new  mn 

fcTA-^.^J^Hl'S'*'^''^^   For  what  purpose  is  pure  iron  used? 
i.  th."^  bJSte  b'^?  ~'^*  which  ha.  no  iron  Tpply?   ^ri 

How  are  die  inrimrities  separated  fnxn  the  iron? 
How  is  a  blast  furnace  operated? 
In  what  is  tfie  molten  iron  cooled? 
j^^^JVtatdw.  it  cost  per  ton  to  transport  iron  from  Duhith  to  Cleveland  or  ad- 

KAKiT  USE  or  n»N. 

I— l^"S£^*2j^*i**^  **^  tfcrt  ifW    WM    Mtth    kaOWB    to    tk«    Udmt.^    Wnt 

S^wi!^  ***  ^"^  ^"^^ '*"* '^  **•*««•  ««*««^  i>o*««^ 


origiul  poiitiaa  ea  tks  ta^s 
L^  tt8  «t  »f  toag>CTteg  WM  kttowB  at  u  Mrty  date.  Tto 
■  rwOTM   TM  niM  of  otoahw  ires  ipsika  was  |-ogi4 12  jg^ 


» 


illli' 


Wtet  imkH  licet  TdtMriUe? 
What  M  pif  iron  used  lor?    Wrm^  iroa? 
When  dkf  Iron  come  into  general  uac? 
When  in  the  Bible  i*  Oie  fint  reference  to  iron? 
When  WM  iron  diMomcd  in  the  UnHcd  StMet? 
When  were  the  StM  trm  worln  boiH  in  the  United  SMm»} 
Who  Introduced  the  ate  of  tinhrscite  coal  for  nneMng? 
What  country  leada  the  world  in  the  iron  and  tteel  manufacture? 
Whidi  country  it  next  in  line? 
How  much  fuel  it  required  to  mek  a  ton  of  iron? 
How  it  iron  u>.-d  in  medicine?   What  effect  doet  it  have  on  tht:  health? 
What  it  meant  by  the  "iron  age?" 
What  it  Ae  kadmg  iron-producing  ttate? 

Correlated  tubjectt— Blatt  fumacet,  tteam  thorel,  rdlfaig  millt,  Bettemer 
tteel,  flux. 

pIfnMi0 

I.    DiriNmoN. 

I.  MiniiH^f  proper. 
3.  Metallurgy.      * 

a.  Separating  metalt  from  their  eree. 
II.    Dktositc. 

I.  ficdi  or  teama.  > 

a.  Veint  or  lodet. 
HI.    W  BiNnv. 

I.  For  beda  or  aeanit  of  ere,  thaft  »  nook, 
a.  For  veint  or  lodet,  vertical  thaft  it  ttndc 

3.  Siidnur  of  thaftt. 

a.  RatlL'tf,  etc. 

b.  Drfll  of  rtee!  drf       by  "team  or  dectricity. 

4.  Machinery  for  hoitti  ~/,  cruthing,  teparating,  etc.,  dependent  on 

kind  of  minet. 
TV.    WoaK  Insidb  of  Mine. 
V.    SHiimwa 

Cmrehted  tubjecto:    See  All  Metalt. 


MINING. 

Gold. 
'(Abo  see  Outline.) 
How  many  caratt  fine  it  pure  gold?    Jewelers'  gold?    Standard  gold  for 

vWiy  is  it  necessary  to  combine  gold  with  some  other  net^  bclcHre  utii%? 
What  it  ^  bater  metel  eidlcd? 

Are  watch  ates  generally  of  pure  gtrfd?    Give  reascmt  lor  trtwer.    How 
doet  the  United  Sutet  rank  at  a  gold  producing  oomitaj? 

In  what  coflK^tioa  it  gold  found,  and  where?    What  other  OMttalt  does 
gold  ttnite  wi&  to  form  an  aBoy? 

Detcribe  procettet  of  aeparatiiqr  geld  fnnn  itt  impnritiet.    By  whom  are 
ae  a«ay  oilcet  estabBshed,  and  where? 

SiLvn. 

Sve  ases  gI  silver.    Is  it  ever  med  a»  »  niedieiHt  ? 

What  ai«  itt  charaeterittict?   What  effect  hat  Oe  air  noon  it? 

Where  are  the  tihrer  minet  of  die  United  Statet,  Mexico,  ttid  South 


Ajmrlc?    WhM  pmatnt  of  th«  «orid'.  wpply  doe.  the  United  Sute.  pro- 

WIA  whM  other  om  does  tUvcr  rodily  unite? 

Whit  i*  meant  bjr  the  stuKfaird  lilver  dollar?   Whea  did  tW.  come  into  tue? 

fc«»d"in*XlS™^?^  *°^'"  °*'^'  «»»»»  «^  «d  wl»t  other  n«ul.  .re 

and  ^  iST  A?^Llj5*«!::!l"'' J?PP.'y  **'  **«  United  Sute.  produce, 
ana  wnere  are  tile  importMit  copper  producing  MctkMu?     . 
Give  proceMM  of  exiractinir  copper  from  the  ore. 

W.^SSrSlrT!«°/ii°ffr  [•  I?  «»»«t*on  with  what  indu.try7 
Wliat  are  kwic  of  the  houwhold  um.  of  copper? 

(See  outline.) 

„_^  LCAD. 

K-n^S^iSTfrltdt^T"*^  °'  "^^    ^*  °''"'  "«»•"  •« 
WhM  i.  white  lead  and  lor  what  U  it  uMd? 

w5lT2!?L"S'pSLiSl*'°^'"'*~''    What  i.  lead  poiKming? 
Wlit  country  Mand.  firrt  in  the  production  of  lead? 

^.,     ^  SULTHtnL 

peacribe  sulphur.    What  form  doe.  it  take  a.  a  mineral? 
Inwh*»^on.  i.  it  generaUy  found? 

whar2?tErS!^thu  Jdd'?""*''  °'  '"•'"""  ••  ""*  "*°  •"'p*'""^  •'=''•' 

How  i«  w^r  UMd  a.  a  medicine?    A.  a  houMhold  help? 
wnai  cowMrjr  Mad.  in  dte  jwoducttoa  of  ralphur? 

T    -.  Coal. 

co.lfaJ?;iSSro5iJr"~'*^*"**~^'    Whydoweknow 
Bywhat  mean.  1.  it  reached? 

wS!L''J2Tf  *^.  ^  *f™'  .'•fitedampr    How  k  a  coal  mine  Tentilated? 

*^w«  we  tte  pnnctpal  coal  mine,  of  the  world? 

WB«  4»  yoa  inow  ^  the  tt^gmt  and  teir  Kvci?   Who  is  John  Mitdwll? 


i 


Almy.  fM4  ite 


^«  to  mttfr 


gL'yj**  P***^  *»   •  »»<*•      It  plMM  70a   OB 


▼utag*  gnsmd  ud  ramblw 
Ut«alai%  tk«  oMmL    Tk«  elMri* 


OmU 


L   FttuiAVioii. 
I.  Dtnjrwl 


IL 


UI.   DttmairnoN. 
I.  Eurept. 


bw  Heat 
X  UftetviataaddcpKMioM. 

3.  G»l  mw    •«•• 
VABmruM. 
I.  Aathncite. 
.<.  liuumiMW*. 
■.  Ciitiwl. 
J.  UgBiM.   - 


3.  Aula. 
J.  Africa. 

4.  Anwrin.  cl& 

IV.    PMWwmoii. 

I.  Unted  Sutct. 

a.  Gnat  Britain. 

3.  Gttmaiiy,  «tc 
V.    HittoaY  or  THE  InPutraY, 


FORMATION. 

How  iiVformed?    What  Idnd  do  you  lue  in  yoof  home? 

How  ai«  the  wdM  acpanted  from  one  anoUwr? 

What  maat  haw  wt  of  knowinf  the  wrt  of  vegetation  from  which  coal 

"^  STu  H  poaribk  to  iLr  the  nmnber  of  upheairato  and  depre«««  whi 

took  ptece  hi  nttfonoatkm  of  the  coat? 
What  is  meMit  by  the  coal  meattira? 
What  did  the  vegetation  of  the  coal  period  includer 
WhM  waa  the  hS^t  of  the  ferm? 

VARIETIES. 

^Sf^tfi  r-vSSro1^%"S  U  iSSi'near  the  «.rface  or  deep  in 
**"wteJe  are  the  largest  mines  of  tW.  variety?   For  what  is  it  generaUy  used? 
Does  it  produce  smoke  in  bon^? 
SSfcTutf'th?  STb^'^sS.r'^  bumin.  «>ft  coal  J  ^  _^        , 

mSe^l^^Seirffid.  of  Ai.  co^  '^',J^4Set  wKTitTry 
DwcribetaiMdcoal.    For  what  is  it  especially  desirable?   Why  is  it  very 

•""^m^  is  lignite  coal  found?  How  doe.  it  compare  in  age  with  other 
"^^v  b  it  useless  for  manufacturing  purposes?  In  what  state  is  H  valuable 
for  fuel^ 

DISTRIBUl'ION. 

What  are  the  kadfaig  coal  produdni;  «>on*ri«  <>'  E»m»pe? 

Wliirti  (nuBtrv  has  the  most  extensive  neldsr  •  e  u   •_ 

wlTcS^in  Asia  fa  supposed  to  have  the  most  extemiive  to.1  fields  m 

the  worid?   What  about  their  ««evelopm«it? 

What  oart  of  Africa  contafais  coal  fieJdsf  . 

TdlalErt  the  cod  fields  of  Auttralia  and  the  neighboring  islands. 


m^n^^m^. 


*7  M  ■■lit  a  aMMlaf 


Om  kNT 


nfatoi7 

ditei^ildMln^s*^  jJ'IL^fK.'"  *he  wort.  i.  .  g«.t  d-l  more  thM  «« 

onto  the  iMond,  ihe  imurials  with  which  hinomoi  S  «,dX'™2i^T^ 
which  they  work  arc  detcribcd     The  dlviiivnT «[  kiL^T^- .         ■  I"**""**  by 

ShTSS^t*"^ ,  „»*  to  the  .nic,.  H.™,-i,S^„;  ^.„* 

sisirtiSi-ris^'Sy^JinsiTjil-H^^^ 

?'.2Sr?JSE;rpH9^S«-t^"^^^^^ 
K's3^t5rhi^,hK,^MESr!^-^3^ 

diicuMwiw  of  the  oerioH.  in  wWMk*?   •ndividuals,  and  m  a  few  cases  general 


enancfttcd. 

OUTUNE. 

I.   Gbmhuu.  Aniax. 

I.  As  a  subject  of  study. 

X  As  a  branch  of  science. 

«.  As  a  taanch  of  litentnre. 
IL    Hi8iwr,M«rHOi»ofTBACH«io. 

1.  Porposes. 

a.  Picpantion  of  the  teacher. 

3.  Primary  ptrades. 

4.  Intnmediate  grades. 

5.  GranubS'  grades, 
in.    FoBBuat  Hmont. 

I.  Ancwnt. 
a.  Medieval. 

1  Natitmal— Under  titks  of  natwiM. 

t  Mort  important  wars  and  battfca—In  separate  *™atai.         ^,^,,_^. 
S  SorSSt  poBtical  events,  such  as  treaties.  <»°g«««',**^^' 
HqSs  ST gw-emment,  institutions  and  penods-In  separate 

artkk^ 
7.  ffic^n^plites. 
IV.    Canamah  Hmo«Y. 

I.  General  artide— In  artick  Canada. 

a.  Promnctal  histories— Under  separate  provinces. 

i  P;&"!^«S!'such  as  hws,  unions,  parliamentt,  documento  and 
mrganiaatiora. 

AKCiEirtJ?7SX*(Bef6re  the  fail  of  Rome.) 
Anyria  and  Babykmiaiu. 
Egirait— Geografrfiy  of,  Nik. 
I^rews— Israelites  or  Jews. 
Perwans— FaU,  of,  Cyrus,  Cairi)yses.  , 

^«frlpericfc»,  Alexander  the  Great.  Macedonian  Empire,  Xerxes. 
Bomfr-Oncimiatus,  Gauls,  Carthage,  Triumvirs. 

MB^SS^Tett-Sixteenth  century.    (From  Rome  to  America.) 
Saracew    Mohammed,  Hegira,  Koran. 

Byamtt^Empire-Jurtinian,  The  Greek  Church. 

France— Oaufknagne. 

Geimsnf— lavo^oB  of  pr»tii«. 

Spaia— Cagge  aad  Afi^?a»  Gretmda  .^....^ 

PMtucal— Priace  Henry,  Dtai.  V«MO  da  Gama. 

eSSSSSU  ^id  the  Ck«t.  William  the  Co«itt«« 


^gS^^5?v'  ^*^  "^^  Victori..  GW^^e 

Aiaerici-Uiiited  Statea.  Mexico.  Cub.. 
L   ICsAHiMa 

'"^TIs"  "^  ""^"^  *°*°'  *  "*"■'  **^  •"■ 

b.  Indiutrial. 
<•  Intellectittl. 
d-  ReK^as. 

e.  Pblitial. 

f.  Inflaence  of  indiridittb. 

a.  Rtuas,  buUdmgt,  imptemente. 
d.  Coatemporsty  writiqgs. 

*.  Idnof  Mtiootlity  carried  into  aU  Question. 

K  Up  to  j««at  ti«e.  i«l„di„g  Ua^SThi^oiy. 

QUESTIONS. 

5J^^J2?L*fc«fJPj;Ai«o^  time? 
FroonSat^f?«iir^  ^•'^^  separated? 
^S*^S^,£5L»'J^  "^t  histcry  extead? 


There  it  no  study  «o  condudw  to  culture  at  the  ttody  Sf^WjJjwy-  Jjj* 
•ometimes  very  hatd  f or  «  peraon  to  get  a  general  survey  of  the  entire  tubject 
S^«3 SorTMd  to  titt  up  theitudy  in  a  syrtematic  and  knowiiA  way. 
FVKi^^ve  portray^  thi.  entije  «»bjertj»  •  JT^^' <>*  C.^^ 
wWchwe  believe  wiU  create  an  interett  in  this  vahiable  study  and  vMU  encourage 
deeper  reaeardi  on  the  i«rt  of  the  student 

Tust  a  casual  glance  at  our  sketdi  of  Egypt  acquaints  you  withmany  of  the 
inteiiSni  taSJ  iTconnection  with  the  earUest  dvUixation.  The  pymmds 
S5^a  AeS.  Rameses.  hieroglyphic  writing,  the  desert.  Ae  «3™*I  «d  Uk 
mmnmTare  inunediatdy  impressed  on  the  student's  mmd,  and  this  prepares 
wTS  th?  stSr^  Ms  cS^ntry,  foUowing  out  the  chronologic^  stfflunary  as 
SinS.  If  a  pJrSn  but  famuSrises  hinSlu  with  these  sununanes  he  will  be 
acquainted  with  the  great  events  of  history. 

This  u  followed  with  a  characteristic  sketch  of  CWna  and  oAer  ancient 
nationT  In  SJTHSrTw  sketch  even  our  very  suggestive  border  furnishes  a 
fruitful  study.  , 

Grecian  history  U  depicted  on  three  charts,  each  rtpttwu^ngz  'V^J^^; 
the  fintrroi«witing  the  Heroic  period,  covering  three  hundred  vears  of  «irly 
S^  ^rtiSHSow  the  perioTof  Gtory  and  thU  is  foUowed  by  a  chart  on 
S?SiK«r«SSJ7iff^racteri8tic' figure  of  the  mourning  Ath^^^  In 
gS^S5ui3S^^  told  that  "in  aU  that  pertains  to  beauty  o1  form  mcety 
^iZ^iT^^ik^oi  thought,  the  ancient  Greek,  are  stdl  our  masters  and 
teachers." 

The  entire  history  of  Rome  is  also  shown  by  three  ."P"^.?"  *^, 
T-  tiL^r^AetA  we  have  the  L«cendary  chart,  lowing  its  early  history.  This 
u  *^5w3  bf£  ReSSc  ttttSdk  509  B.  C,  and  Rome  as  an  Empire. 

bitaory. 


UST  OF  PEN  SKETCHES. 


ChaWea— Persia— Assyria. 
The  Hebrews. 
Greece— Herdc  Period. 
Greece— Period  of  Glory. 
Greece— Period  of  Debate. 
Greece— a^bt^oB. 


Rome— Legendary  Period. 
Rcmie— The  RepuUfc. 
Rome— The  Empire, 
Roman  Gvilitatkm. 
Ronie— Social  CuMomt. 
The  Eternal  City. 
Mythology. 
Mohammedanism. 


-410— 


ill 


!!! 


i   I- 


^i 


— «12— 


1) 


.)i: 


;iiii 


— SIS— 


im^ 


—114— 


!«-■ 


l^ 


"fi 


!  iffjll 


'^i 


— «17- 


'M 


— »18— 


f 


i 


7' 


rM. 


E'^'^n 


Hi' 


11 


:i'i 


-«u- 


—383— 


H 


—324— 


iij 


—325— 


X.  u^t 


MM 


HcdfewU  and  ^lodtrn  INstory 


-.~S^  "  ntrthing  more  interesting  than  the  study  of  history  and  after 
~»fymg  you  with  our  series  of  pen  sketches  on  ancient  hisSy  we  feel  qSte 
s«re  that  you  would  not  feel  satisfied  without  a  general  survey  of  the  hSo^  of 

c«JIL     S^^^"^■^*'"^>.  *°  '^"P'^^  '"  ^"'""'^  the  number  gf  minor  events 

rSt:;;L??v5r?ndter^r^  ^^^^-^^  -  ^»»-'  ^^  «--•-' 

m»  ^^ST'il  With  these  charts  and  the  outlines  on  them  will  not  only  eive 

^  liU^L^r'*'*^^'  °*-  ^''''^'  ''"*  *■'"  ^••^^t*  «n  interest  iS  S^studJ 
^i^  '  *t  *«?«=««  other  events  with  them  as  such  studTmay  S 
^S;te.^d'Se  R^i^^'"'  °*  '^'-  Middle  .^es.  Feudalism  andSlr^! 
crf^wS?S«^«^jrr^  ^T'  **'*"•"*.'  ""^  ™  *  K^n^'-a'  way  with  subjects 
n«S^-K!?^^l!*"'  ^y^y-    ^  ""^^'e*  of  the  history  of  France  in  con- 

rt!r*1^5!    ^.  ^"**   .  the  subject  and  ope«s  up  so  many  avenues  of  res^rrh 

rh^^"*°J^  '*^y  ***»>  Pleasu^d  develops  i^  ilth  profit  "' 
ha  JSii^^^t**?J'^'  '^y  ""^  ^'^'l'  ^'  «how  a  charf  depicting  the 
SnS^iJ^  £i^^?"""\.^T!:!?lT""/  ^°"°^  ^'th  pen  sketches  s&^ 
SWA?  fJ2f  •^'*^/  '^'"'  England  Under  the  Stuarts  and  English  History 
trZ^T^^^''^  Victoria.  This  but  shows  our  treamient  of  o2 
Sk^EJTT  "*  **  'S""*^*  '^P?*^*'^  *°^  «^^"ts  that  they  become  fixS 
^^J^Jtew.    Geraany.  Rus«.  and  Italy  have  special  graphic  treatment  in 

^-'-^"S^r?'*"^  is  supplemented  with  a  review  of  the  Norsemen  and 
sS?S^^^3^,*^",*''i*''\*^°^^ry  of  the  New  World,  and  this 
^^%STT^^^\""^''T^'''°'y  ''  *°"r'^  '^y  *  P'«=torial  review 
fraS^  »7  ^  ^^""^  complete  series  of  charts  iUus- 

Russia, 
^est.    French  Revolution. 
Gmamn  Na-  France  From  Consulate  to  Present  Time. 
England  Since  the  Accession  of  Victoria. 
Germany  After  1814. 
Unificaticm  nf  Italy. 
The  Norsemen  in  America. 
Columbus. 

— »87— 


aadCfiMry. 


Baicr  ikKSttoB*. 


—388— 


9^£  si      ^m    si     m     91     m     '^ 


iiife»i  I 


I      ■  ! 


— ss*— 


-*M— 


:(i; 


i'H 


•WCBOCOfr   RBOWTION   TBT  CNAIT 

(ANSI  and  ISO  TtST  CHART  No.  2) 


S 


/APPLIED  IIVHGE    I 

1653  Eo«t  Main  Strtmi 

Roch«t«r.   N*w  rort-        14609       USA 

(716)  482  -  0X«  -  Phofi* 

(716)  288 -5989 -fox 


r 
f  • 


^-38S— 


]/ 


1. 


—837— 


-'84»— 


—341— 


( 


—342— 


til 


IMitfi  tr  GMMig  INrtiry 


JSovtromoit  ol  Mtioii*  wUl  be  «»t«blWitd.  , 

a  To  ittemtot*  MtrtotUm  and  »11  lU  attendaiitvirtiiei.        . 

1  To  dSSoJ  thTmlndi  of  papUi  to  iiMgiat  ud  gtMP  •  rit^tloii. 

2  To  tnin  the  jttdgmcnt  and  reuonitif  powen.  ^^ 

6.  To  menstben  and  develop  character. 

II.     PlBPAKATIOM  or  THE  TlACHE*. 

1.  A  thorough  knowledge  of  iubject. 

a.  A  knowledge  of  method*  of  teaching. 

t.  Ability  to  direct  popile  in  ftudy. 

1  AbUHy  to  pre«ent  fubjectt  in  an  intererting  manner. 

HI.     PMMAaT  GbAD»-FIIOT,  SKOMD  AMD  THIitt 

I.  Hirtory  itoriet. 

a.  Bk)graphief  of  great  men. 

3.  Stories  of  eroloration, 

4.  Patriotic  «»&■  and  genu  of  literatur*. 

IV.     IWTlElilDIATE  G«ABtf— FOOKH,  FlTTH  AM)  SIXTH. 

I.  History  stories, 
a.  Bkigraphies. 

1.  Stories  of  trateL  

1  Memorising  patriotfc  songs  ami  gems. 

V.     GtAMllA*  G«AD»-S«V1I»TH  AND  ElOHTK 

I.  Text-books. 

a.  Cause  and  effects. 

Maps. 

Outlhies. 

Dates. 

Goyemment. 

Wars.  

Supplementary  work. 


I. 
II. 


4- 

I 

i 


Genual  Meahiko  of  Teem. 
Uses. 

'■  ^"Ta!;  emblem  representing  principles  of  goyemment  on  all  public 
occaskMU. 
b.  To  distinguish  natkms  on  land  or  sea. 

a.  Secondary.  ,  •      «. 

a.  To  distinguish  divisions  of  army  m  war. 

b.  To  denote  rank  of  <rfScers  in  army  and  navy. 
4.  Signs  or  sigiuls. 

a.  YeBow  flag—Quarantine. 

b.  White  to^-FTag  of  *"««• 

d.  Lower  flag^Act  of  respect  to  sttpeHw  rfScers. 
c  Half  mast— monming. 


t  ^fpntUflff  U  m-Codt  for  cMh  wttioa. 
ar.  Dippiiit  Bam—.  Jute. 
„,     ^         ».  Powder  (Ml  board— Red. 

III.  FUoi  or  NATiOMb. 

I.  Jrcat  Britain. 

a.  Orfgin. 

b.  Hittory  of. 
c  Kindt. 

Rtqrai  Standard. 

Union  Jaclt. 

White  enaign 

Bhie  eniign. 

Red  ensign. 

Admiralty. 

Commodore's  pemunt 

"->lonial  flags. 
a.  Forei^    .ountries. 
«.  Unived  States, 
b.  France. 
c  Spain. 

d.  Germany. 

e.  Japan. 

f.  iSHy. 

t.  Auttria-Hungary. 
.  China. 

IV.  iNVLUBlfCn. 

I.  Flag  Day. 

a.  Flag  on  all  school  houaes. 

3-  Patrioti«n,  etc. 


QUESTIONS-FLAGL. 

What  is  the  national  flag  of  the  British  Empire  ? 
Under  what  conditions  may  this  flag  be  flown  from  warships? 
^^^^^J^you  MW  a  Bnttth  battleship,  how  could  you  tell  the  rank  of  the  officer  in 

Wltat  combinations  are  found  on  the  flags  of  the  British  odonies? 
What  do  these  comUnations  signify  ? 
What  is  known  aa  the  British  merchant  flag? 
h.  J5*T  2*^  ^^  **"  whether  or  not  a  pibt  was  on  board  a  vessel  entering  the 
«r^  "■**'**'  *"  ""y  °*^<'"  Camidian  port  ? 
What  uses  are  made  of  the  blue  ensign? 

In  what  re^)ect8  do  the  British  and  American  flags  resemble  each  other? 
Did  the  andent  Greeks  carry  flags? 
What  did  the  Romana  use  in  the  place  of  flags? 
By  what  banner  were  Crusaders  distinguished  ? 
What  national  flag  was  first  unfurled  in  Canada? 
What  event  caused  this  flag  to  disappe  >  •  ? 
Does  It  now  float  anywhere  on  American  scmI? 


RMKM  Or  wbt  VwHd 


Owutry 


Ivtor 


BIrtk 


Abyssinia 

Afghanistan   1 

Argentine  Republic. . 
Austria-Hun{^uy  ... 

Bel|^um 

Bohvia 

Brazil 

British  Empire 

Bulgaria  

Chile 

China 

Colombia 

Costa  Rica 

Denmark 

Ecuador  

France 

German  Empire 

Greece  

Guatenula 

Haiti   

Hmduras 

Italy 

J*P«» 

Korea 

Liberia 

Luxembourg 

Mexico 

Montenegro 

Morocco 

Nepal 

Netherlands   

Nicaragua 

Norway  

Oman 

Paraguay 

Persia 

Peru 

Portugal   

Roumania  

Russia 

Salvador  

Santo  Domingo 

Servia 

Spain  

Sweden  

Switzerland 

Tuilcey 

United  Sutes 

Venezuela 


Menelek 

Habibullah  Khan.. 
Dr.  Jose  F.  Alcorta 
Francis  Joseph  I... 

Albert  I 

Senor  Y.  Montes. . 
Dr.  Nilo  Pecanha. . 

Geo^  V 

Fenbnand  

Senor  Pedro  Montt 

Pu  Yi 

Gen.  R.  M.  Reyes. 
Cleto  Gonzales  Viquez 

Frederick  VIII 

Gen.  Eloy  Alfaro. . . . 
M.  Armand  Fallieres. 

William  II 

George  I 

Manuel  E.  Cabrera. . . 

Gen.  Simon 

Mignd  R.  Davila 

Victor  Emmanuel  III. 

Mutsuhito 

YiChok 

Arthur  Barclay 

Wilhehn 

Gen.  Porfirio  Diaz. ... 

Ni^das  I 

Mulai  Hafid 

I%iraj  Sumsher  Jang. 

Wilhelmina 

Dr.  Josi  Madriz 

Haakon  VII 

Seyyid  Feysal  Turki.. . 
Goi.  Benito  Ferraya. 

Ahmed  Mirza. 

Augusto  B.  Leguia — 

Manuel  II 

Carol  I 

Nicholas  II 

Gen.  Fem'do  Figuenn. 
Gen.  Ramon  Caceres.. . 

Peter  I 

AHonsoXm 

Gustavus  V 

Dr.  A.  Deucher 

MehmedV 

Wm.H.Taft 

Gen.  Gomez. 


»843 


1830 
187s 


1865 
1861 


1843 

1841 
1859 
184s 
1856 


1869 
1853 
1874 


1830 
1841 
1873 
187s 
1880 

1872 


1897 
1863 
1889 
18^ 


1844 
1886 
1858 


1857 


889 

906 
848 
909 
904 
909 
910 

906 
909 
90s 


908 

907 
900 

867 

907 

908 
876 
860 


I 

890 

909 

991 


T^ 


906 


908 
881 
894 
907 
906 

903 
902 

907 
909 
909 


King  of  Kings 

Ameer 

President 

Emperor 

King 

President 

President 

King 

Czar 

President 

Emperor 

President 

President 

King 

President 

President 

Emperor 

King 

President 

President 

President 

King 

Mikado 

Emperor 

President 

Grand  Duke 

Preiddent 

Prince 

Sultan 

Maharaja 

Queen 

President 

King 

Sultan 

President 

Shah 

President 

K'ng 

King 

Czar 

President 

President 

King 

King 

King 

President 

Sultan 

President 

President 


n^ud  U^m,  without  hwd  words aad ugw, 
withevt  dothM  or  momtf." 

MUmri  0$  Bwrg. 


Language  and  6ramniar 


INTRODUCTION. 


^  ,  As  the  world  ju^^es  a  man's  culture  largely  by  the  lanejiaee  that  he  uses  dw 

K study  of  this  subject  is  obviously  of  the  hi|hcst  importaiST  SJry  in"3S^ 
son.  To  aid  the  student  m  gaining  a  mastery  of  language.  The  New 
«,h;^^J^  irT"?*^*  Library  not  only  aflfords  valuable  information  on  such 
SZ^^Ja  IJ^^*"*  °*.  '«»g"age  ™  general,  and  the  characteristics  of  the 
tangMgw  of  the  different  nations,  as  weU  as  practical  instruction  in  methods  of 
to^g  and  stadyuig  language,  but  it  presents  aWy  composed  articles  upon  a  very 
wide  variety  of  subjects,  thus  enabling  the  reader  to  extend  his  vocabulary  and 
toacquamt  hunaelf  with  the  proper  meaning  and  application  of  a  great  number  of 
new  forms  of  expression.  Among  the  articles  to  which  special  reference  may  be 
rfwL!^  n        *"t  P^'"*"^'   Language,  Engush   Language,   French 

L.ANCOAGE;  GERICAN  LANGUAGE,  etC. 

«™^  *'^*^.*  of  tochers  of  the  subject,  a  graded  outline  of  work  has  been 
£!K  «  Z5"°*««  this  work  on  language  we  give  you  an  outiine  of  the  entire 
wwyectof  grammar,  which  enables  the  student  to  study  the  subject  systematically, 

S2l^rZ!!l"/*'P*irl*?J"^  text-book  which  may  be  used  in  the  schools,  and 
sbould  prove  of  marked  benefit 

FIRST  YEAR, 

—J  P*^?^,^™*,°'  written  and  oral  language  work  should  be  introduced 
and  taught  m  aU  branches  of  school  work  and  in  the  primary  grades  especially 
mcotporated  with  the  reading  lessons.  t~       f 

A  dionmgh  understanding  of  and  familiarity  with  the  proper  forms  of  speech 
used  m  conversation  are  the  most  important  factors  in  the  child's  knowledge  and 
use  of  lugmge  and  for  that  reason  pupils  should  be  encouraged  to  telk.  Sub- 
jects and  objects  of  common  interest  may  be  introduced  and  the  skillful  teacher 
can,  in  ttiese  tesons,  materially  assist  the  child  in  briefly  and  clearly  expressing 
tanuelf  and  adding  to  his  vocabulary  by  natural  and  gradual  growth, 
♦w  ^j^«=ription,  by  the  pupils,  of  places  where  they  have  been  and  of  things 
m^have  seen,  stunulates  imagination  and  observation  and  may  prove  hi^y 

A     "^Xl  **  **r  a*  possible,  to  teach  the  pupils  to  have  some  system   in  giving 

aesaipt»ns.    Let  them  tell  when  they  saw  the  object,  where  they  saw  it,  how  it 

woked  and  how  it  made  them  feci.    By  forming  this  habit  a  connected  and  com- 

^^»J^  •**«y  «n  be  told  by  the  pupil  without  needless  repetition  and  unneces- 

—847— 


CONVERSATIONAL  EXERCISES. 

A  conversational  exercise  in  the  form  of  a  game  may  be  eflfectively  intro- 
duced, the  teacher  noting  and  correcting  all  faulty  construction.  One  pupil  may 
think  of  some  object  or  thing  and  the  pupils  and  teacher,  by  askiiuf  questions, 
try  to  guess  the  object  in  question.  All  questions  and  answers  should  lie  in  com- 
plete sentences.  . 

The  mterweaving  of  stories  and  games  is  a  helpful,  as  Wdl  as  attractive 
feature  of  this  work  and  the  foltowing  practical  suggestions  will  prove  of  great 
assistance  to  the  teacher  in  this  important  branch  of  her  work: 

Read  or  tell  the  class  simple  but  interesting  stories,  told  fa  words  of  the 
pupils'  vocabulary,  and  after  they  have  become  familiar  with  the  story  aUow  one 
to  commence  it,  another  taking  it  up  where  the  first  one  stops,  and  continuing 
until  several  pupils  have  taken  part  in  the  exercise. 

Another  attractive  form  of  language  work  is  to  let  certam  pupils  take  the 
p  ts  of  the  different  characters  fa  the  story  and  in  orieinal  sentences  tell  their 
part  of  the  story.  Such  portions  of  the  story  as  the  child  may  not  remember  can 
be  supplied  by  the  teacher.  In  conducting  these  lessons  any  facorrect  forms  or 
sentences  should  be  immediately  corrected  but  in  such  a  way  that  the  pupil  will 

not  feel  self-consck>us.  

MEMORY   WORK. 

The  memorizfag  of  Simple  poems  comes  under  the  head  of  laneuage  work 
and  can  be  made  interesting  as  well  as  instructive  by  the  use  of  illustrations. 
Words  or  sentences  which  can  be  definitely  associated  with  pictures  or  objects 
arc  much  easier  to  remember  and  retain  than  miscellaneous  words  written  upon 
the  blackboard.  Simple  poems  with  which  the  class  is  familiar  may  be  illustrated 
on  the  board  by  the  pupus,  each  child  befag  given  one  line  to  illustrate. 

SENTENCE  BUILDING. 
Instructive  lessons  may  be  planned  by  drawing  upon  the  board  a  picture  of 
some  animal,  bird  or  race  of  people  and  short,  simple  sentences,  explaimng  about 
the  life  and  characteristics  of  the  subject  written  fa  connectfon  with  it.  For 
instance,  if  the  subject  is  the  Eskimo,  a  picture  of  an  Eskimo  child  may  be  put 
upon  the  board  with  a  hut  or  sled  in  the  background  and  sentences  such  as  I 
live  in  the  far  North.  My  home  is  in  a  hut.  I  wear  a  fur  coat.  I  eat  fat  food. 
Many  otiier  subjects  can  be  treated  fa  a  similar  manner.  After  the  pupils  be- 
come familiar  with  several,  call  some  child  to  the  board  and  let  him  write  or  say 
such  sentences  as  "I  wear  warm  ckrthes.  I  ride  on  a  sled.  A  dog  pulls  me. 
I  live  fa  a  hut,"  etc.,  the  other  pupils  guessing  the  subject  described. 

SECOND  YEAR. 
As  second  grade  language  work  is  but  a  contfauation  of  the  first  grade  work, 
we  mention  only  a  few  su^estions  in  additwn  to  those  already  given  for  the 

first  vear.  .     ,  ...  .u 

Nature  study  should  be  brought  into  the  language  work  and  lessons  on  the 
various  flowers,  brought  to  school  by  tiie  pupils,  can  be  profitably  introduced, 
describing  and  showing  the  various  parts  of  the  flower  and  their  uses.  When 
the  chiWren  become  familiar  with  tiie  form,  tiiey  can  make  pictures  with  pencil 

or  colored  crayon.  .     .       « .        .  .  .1. 

Se-  how  many  sentences  can  be  made  describing  the  sweet  pea,  the  pansy, 

the  violet.  ,       .      »t. 

Pupils  should  now  learn  the  use  of  smgular  and  plural  forms  of  verbs;  the 
use  of  descriptive  adjectives,  of  capitals,  periods  and  interrelation  marks.  For 
this  purpose  sentences  may  be  written  on  the  board  leaving  blanks  to  be  properly 
filled  in  by  the  child. 


. 


.  .^^'  ,r*f*'l'*  ■  P«rag«I*  in  their  readers,  have  the  pupils  pick  out  wordi 
having  a  before  them,  also  those  havine  "an,"  and  explain  the  difference. 
Fut  exercises  on  the  board  with  the  two  arUcles  left  blank,  to  be  filled  in  by  the 

ffMimiQ  ' 


Thanksgiving,  Christmas,  Decoratwn  Day.  and  other  holidays  prove  inter- 
esting topics  for  conversational  lessons*  and  should  be  frequently  introduced. 

Pictures  hun^  about  the  walls  of  a  school  room  will  appeal  to  the  child's 
imMTination.  and  mteresting  lessons  can  be  made  by  calling  on  different  pupils 
to  describe  and  name  objects  found  in  the  picture. 

As  an  illustration  of  the  way  in  which  composition  work  can  be  p>-esented 
by  the  teacher  in  this  grade,  at  her  suggestk>n.  papers  are  handed  in  on  which 
are  written  five  or  six  sentences  descritnng  the  appearance  of  an  orange,  or  any 
other  subject  which  has  been  under  discussk>n.  Careful  attentwn  is  given  to  the 
arrangement,  form  and  spelling  of  the  words,  and  these  papers  with  corrections 
are  handed  back  for  rewriting.  This  set  of  papers  should  be  kept  until  the  taste, 
uses,  formation,  etc..  of  the  orange  are  discussed  by  the  teacher  and  class  and 
similar  sentences  written  on  each  subject  These  sentences,  when  corrected,  can 
be  condensed  and  incorporated  in  the  torm  of  compositions.  The  article  and 
full  page  illustratwn  on  the  orange,  given  in  the  New  Practical  Reference  Li- 
brary, will  be  an  invaluable  aid  m  Utt  preparatwn  of  this  exercise. 

THIRD  YEAR. 

Besides  the  oral  and  written  exercises,  compositwn  work  is  taken  up  in  this 
grade.  This  work  should  be  based  on  the  subjects  discussed  in  oral  lessons.  Do 
not  assint  to  beginners  subjects  which  they  do  not  understand.  To  write  intelli- 
gently they  must  have  a  thorough  understanding  of  the  subject,  gathered  from 
observation,  oral  instruction  and  from  reading. 

The  teacher  may  write  on  the  board  the  outline  of  a  story  and  the  children 
nil  It  out  in  the  form  of  written  exercises. 

A  valuable  exercise,  in  outlining  subjects,  is  to  have  the  pupils  give  the  sug- 
gestions and  the  teacher  arrange  them  in  their  proper  order,  after  all  have  been 
given. 

In  taking  up  new  subjects  for  study,  it  is  not  enough  to  give  promiscuous 
information,  but  topical  outlines,  arranged  in  a  systematic  and  concise  manner, 
should  be  followed.  For  this  purpose  we  give  the  following  suggestive  outline 
developed  from  the  article  in  the  New  Practical  Reference  Library  to  be  used 
m  connection  with  a  lesson  on  Snow. 


"i :     ! 


Formation. 

Frozen  moisture. 
Crystallized  moisture. 
Frozen  vapor. 


Size. 


Snow. 

Flakes. 

Six-pointed  stars. 
Composed  of  crystals. 
Kinds. 

Thin  plates. 

Prismatic  with  six  sides. 

Pyramids  with  six  sides. 

S{Aerical  with  needle  shaped  crystals. 

Prismatic  with  thin  plates  at  ^hw  ends. 


From  one  inch  to  7/100  inch  in  diameter. 

Depending  on  temperature  and  moisture  in  atmosphere. 

Flakes  krger  when  weather  is  mild. 


Sill 


VUB. 

Non^ondoctor  of  beat 

Protects  plants  and  seeds. 

Stqmlies  water  for  wrings  and  rivers.  i 

FertiUzes  the  ground.  ' 

Snowfall. 

Heaviest  in  moontains. 

Alps. 

Rocky  Mountains. 
Snowunb. 

Lower  in  cool  climate  than  in  warm. 

Varying  according  to  altitude  and  latitude. 

GLAaERS. 

Great  masses  of  frozen  snow. 
Found  in  high  altitudes  and  latitudes. 
With  such  lessons  for  a  basis,  pupils,  in  composition  work,  will  be  able  to 
group  facts  about  the  main  topic  in  their  logical  ssquence,  and  in  doing  so  will 
teun  the  principles  of  paragraphing. 

For  drills  on  sentence  makmg  the  teacher  can  give  a  sentence  such  as  The 
Wrd  is  singing,"  or  "We  h«rd  its  merry  music,"  and  let  the  chss  write  as  many 
senterces  as  fliev  can  think  of  which  will  convey  the  same  meaning. 

FOURTH  YEAR. 

As  the  pupils  in  this  grade  should  be  well  advanced  in  sentence  construction 
and  possess  a  fair  knowledge  of  the  use  of  capiuls,  common  abbreviations  and 
punctuation,  written  exercises  in  the  form  of  letters  written  to  some  friend,  de- 
scribing some  place  they  have  been  or  thing  they  have  done,  can  be  introduced, 
teachbg  the  correct  letter  forms,  how  to  fold  letters  and  to  address  an  envetope. 
Thesefetters  can  be  written  to  one  another,  one  pupil  being  the  postman  and 
collecting  and  distributing  the  letters  as  directed.  Each  pu|Ml  in  turn  reads  the 
letter  he  has  received,  omittiiw  the  name,  and  criticisms  on  the  construction  and 
proper  language  forms  Should  oe  made  by  the  teacher  or  by  the  class.  The  letter 
in  question  is  corrected  and  at  the  end  of  the  recitation  all  letters  are  handed 
to  the  teacher.  By  omitting  the  name  of  the  pupil  criticisms  can  be  made  freely 
without  causing  any  child  embarrassment. 

Famous  pKtures  should  be  introduced  and  hung  about  the  room.  Have 
pupils  find  out  all  they  can  about  tiiem  and  the  artists  who  painted  them.  Call 
attention  to  the  strong  points  in  the  picture ;  the  objects  which  stand  out  in  the 

picture.  ,  . 

A  story  should  be  read  by  the  teacher,  and  when  pupils  are  familiar  with  it, 
a  test  of  the  child's  understanding  of  the  story  can  be  made  ty  folk>wing  the 
outline  given  hektw  in  reviewing  it : 

Author.  Place  in  story. 

Name.  Other  characters. 

Home.  What  they  did. 

Life.  AK>earance. 

Principal  characters.  Part  in  story. 

Appearance.  Incidents. 

I^  Principal  happenings. 

Home.  Causes. 

Character.  Where  they  take  place. 

As  the  pupil  advances  in  the  grammar  grades  such  outlines,  made  more  ex- 
haustive,  will  be  an  invaluable  aid  to  the  pupil  in  composition  work. 


Row  Co  an  H  8tM7  Co  CMIdrai 


JISSIB  BUZABBTH  BLACK 

Tiwre  is  a  popular  fallacy  that  anybody  can  tell  a  story.  Almost  anyone  will 
attempt  to,  and  we  are  all  familiar  with  many  of  the  tedious,  confused  and  point- 
less results.  >yhy  is  it?  Everyone,  from  the  baby  to  the  oldest  one  amcMig  us, 
asks  to  know  life,  to  live  deeply,  if  not  in  his  very  own  emotions  and  experiences, 
then  in  those  of  others.  Nov.*  the  story  is  the  answer  to  this  general  demand. 
To  every  age  the  story,  in  one  form  or  another,  makes  its  appeal',  we  all  listen 
eagerly  to  a  story. 

Now  a  story  consists  of  the  gathering  up  of  one  set  of  emotional  events  from 
a  possible  million!  What  makes  a  tale  tedious?  Trying  to  mention  as  many  of 
the  million  as  possible,  instead  of  keeping  to  the  one  set  What  makes  it  con- 
fused? Trying  to  give  the  events  without  keeping  in  mind  that  they  are  in  one 
set— that  is,  related  definitely  t»  each  other.  What..  Jces  a  story  pointless  ?  For- 
getting that,  as  the  set  of  events  is  emotk>nal,  it  must  lead  to  some  climax,  some 
happuiing  or  point 

Once  we  get  the  idea  of  what  a  story  really  is,  and  hold  to  it,  we  are  jM-etty 
likely  to  find  that  we,  too,  can  tell  a  story  well,  after  a  little  practice.  Your 
"natural"  story  teller— the  one  who  seems  to  have  a  veritable  "gift"  for  telling 
stories  to  children,  is  keenly  alive  and  constantly  awake  to  what  a  story  is,  uid 
because  she  is  so,  follows  some  such  rules  as  these: 


■'». 


Know  Yous  Story. 

Know  it  so  well  that  you  feel  free  while  you  are  telling  it — certain  just  where 
each  point  is  to  come  in,  and  sure  of  your  climax.  A  few  stories  well  learned  is 
a  better  plan  than  many  imperfectly  known  and  thus  poorly  told. 

Be  Happy  in  It. 

Your  enjoyment  and  appreciation  will  convey  themselves  to  the  children. 
"Teacher  makes  us  all  laugh  when  she  tells  The  Hare  and  the  Tortoise.  We  wish 
she'd  tell  it  every  day," 

See  as  You  Telu 

Live  over  again  the  events  of  the  narrative,  as  you  talk.  Giildren  k)ve  action 
—want  things  to  happen.  Try  to  see  the  things  happen,  rather  than  to  tiiink 
overmuch  about  your  words,  and  the  story  will  unconscious!)  become  vivid,  dra- 
matic and  interesting. 

Keep  the  Point  in  Mind. 

Let  the  story  shape  itself,  gradually,  always  with  this  one  group  of  emot  J 
events  in  mind.  Don  t  drag  in  anything,  however  interesting,  that  is  not  closely 
connected  with  the  business  of  the  story.  Let  all  you  say  illuminate  your  text 
in  some  way. 

Telung  'Thf  Three  Goats." 

The  foHowing  story  was  told  just  as  it  I.,  given  here,  by  a  teacher  familiar 
with  the  principles  of  good  story  telling.  Notice  her  ( i )  familiarity  with  it,  (2) 
her  own  evident  enjoyment  of  it,  (3)  its  vividness  and  action,  and  (4)  how  all 
that  is  told  helps  on  the  movement  of  the  tale.  There  is  no  attempt  at  moralizing, 
and  yet  bow  {dainty  the  results  of  the  various  "actions  come  out! 

The  Thkee  Goats. 
Once  upon  a  time  there  were  three  goats  who  were  going  to  the  green  pasture 

—351— 


i,   t 


MToa.  the  river  to  e.t,«id  eat.  Mide«t.»  that  they  wottWbtcoiitt  very  fat   They 

•"  iTw^^SrVy  5^U«^  '^i^  hridge  they  h«l  to  cros.  to  reach  Je 
greeiTjitSrl  AhTbut  he  was  a  monster;  hU  eyes  were  as  b.g  as  platej  and  h» 
wiggly  nose  as  Uxag  as  a  hoe-handle  I  t^j^  n^. 

The  youngest  goat  Gruff  stepped  upon  the  bridge  first 

"Trip  trap!   Trip  trap  I"  whispered  the  brMtoe. 

"Who  is  tripping  ovel-  my  brid«?"  caUed  the  dr«dfal  trolL 

"Ohl  it  is  only  I,  the  very  smaBest  of  the  goats  Gruff. 

"I'm  coming  to  eat  you  up  I"  roared  the  troll. 

"Plea«  pi^e  don'tT  I  wouldn't  make  a  mouthful  for  you.  Wait  till  the 
second  goat  Gruff  comes.    He  is  much  larger  tl»n  I  am. 

"Trip  on.  then.    I  want  a  bigger  mouthful,"  growled  the  trolL 

Soon  the  second  goat  Gruff  came  along. 

"Trip  trap  I    Trip  trap  1"  said  the  bridge.  .,,.,. 

"WS  is  tripping  over  my  bridge?"  called  the  dreadful  trolL 

"It  is  I  the  sicoSd  goat  druff.'^said  the  goat  in  a  voice  like  yours  or  mine. 


"I'm  comine  to  eat  you  up  I"  roared  the  troll. 
"in«»edo#tl    I'm  not  very  big.    Wait  till  the  third  goat 
U  much  larger  than  I.    He'd  be  wdl  worth  eating. 


He 


:  Gruff  comes. 

jn  11     *  m  ■«»»  »v.^  •*.».      ..  —.  — -  — - o 

J  larger  than  I.    He'd  be  wdl  worth  eating. 
"Trip  oa,  then.    I  want  a  very  brge  meal,"  rephed  tlie  ugly  troU. 
V  -v  soon  the  big  goat  Gruff  came.  .    ^    t     «      -^u 

"TriptrapM    TSp^trapl!  called  the  bridge.    It  was  ready  to  break  with 

^  "M^ois  stamping  over  my  bridge  V  called  the  dreadful  troU. 

"IT  IS  I.  THEGREAT  GOAT  GRUFF  I"  caUed  the  largest  goat  m  a  voice 

as  k)ud  as  the  troll's.  .  .u   *    n 

"I'm.  comine  to  eat  you  up  I    roared  the  troll. 

"HOI    COME  ON,  THEN,  COME!"  roared  the  great  goat  Gruff. 

iSdtfie  troll  came.    The  great  goat  Gruff  butted  !;im  with  his  great  horns 
and  threw  him  into  the  river  in  a  hundred  pieces.    He  never  ate  up  any  one  again 

"'M;«  £e X^^S'SSff  ate.  and  ate.  and  ate,  in  the  green  pasture.   Un- 
less  they  have  stopped,  they  are  eating  there  still. 


The  interesting  series  of  essays  which  follow  show  how  the  suggestwns  and 
directions  under  Ungnoge  Work  can  be  carried  out  m  a  practical  way  by  using 
si^ecte  that  are  so^coiSmon  that  children  as  well  asadults  are  /amiliar  with 
them  This  pi-actical  application  of  these  principles  shows  the  assistance  which 
The  New  Practical  Reference  Library  renders  to  teachers  and  parents  in 
their  efforts  to  develop  new  work.  ..        » ..i.         -i 

In  assigning  these  exercises  tJie  teacher  should  caU  the  attention  of  the  pupils 
to  the  subject  fte  day  before  it  is  to  be  discussed  in  the  class,  and  ask  tiiem  to 
find  o'lt  fw  themselves  all  that  they  can  about  it  Only  one  subject  'hould  be  as- 
signed at  a  time,  and  another  should  not  be  given  until  the  work  of  the  first  is 
ciSnoleted.  This  may  require  more  than  two  lessons.  If  the  pujiils  are  allowed  to 
work  on  two  subjects  at  a  time,  they  become  confused  and  sometmies  discouraged 
The  pen  sketches  show  what  pupUs  can  do  easily  with  pen  or  pencil  Th<»e  here 
givenam  be  reproduced  by  ahnost any  child  who  has  good  contrd  of  the  pen. 


4.U  '1. 1.  I .    ..     .       "      .r^  ,1.  !  .   .  .    '  • .  •"•.  I 


(^nannjuti^j^^ajbl,  'Zuyn'\JLtJtar{jL,'rrioJt.  -, 


yJkrrxJL^.  -Soft. 


& 


Doooa 


J 


4nn£L'u£>Vi/>&<UjeA' 
__arr\cL  crr\r\^. 


iJkz  UJOJU/t^  dbJi^^/yiuVi  plUqjUUtrrdSL^  -tfCeonmlLhi, 


tJkA.ijL>€ia±kjBA^  b«iat  ijL>^v«rri,  uJat^ 


j  I   ; 

1  I     ' 


^^^^ 


«,  .By  ^^^r Scott.      .      . 

\jujcJk  y^  ^  J^^t  of  oJvuf^JUM, 


Jt<X/vtl4\ 


OwUVb 


^Cm^  of -lAx-Vy^p-it  .M/Xtarrx^iU^  irrxAxAJilAJuO^ 

^^>^^^^-^  ^nxx^f^lM^^  Aju^Jcju^ 

■UJ^^^uyYxAAA^jpn^  Uv  ^_.  ci^rrut.  to  p/t^- 
tirrryJLtAjUaLijLnJUi-U  rj^m^  >^-  ^1^r-.^_ 
-»fW>^X  ^ffTUx^nn.  em.v^7.  -     ^'^^^'^^i^""  truLLb  CLb 


JkjL 


II 


—366— 


I 


\J4uhjL  ^iAjL  yyta/yuU'  dUf^uu/^  -hA/wdAL  of- 


OiA^vdi  i^^Xt  JUvdOo  ol  yyvoruMi  "Uf^^A/iA.  U^t  LL 
-Ui/c  ajc  A/tto^yy-'  "teut^  j  ^9^UM,  to 


SENTENCES. 


OvllliHt  ^or 

CluMt. 

Parts. 

Kinds. 
Arnuigctncnt. 


vMUNHMU^  UWffll 


{ 

{ 

{ 
{ 


Declarative. 
Interrogative. 
Imperative. 
Exclamatory. 

Subject. 

Predicate. 

Modifiers. 

Simple. 

Complex. 

Compound. 

Normal. 
Inverted. 


CLAUSES. 


Cbsses. 


Uses. 


Forms. 


{ 


F.'  ,ipal. 
Depei-J-at 

Substantive. 
Adjective. 
Adverbial. 
Independent 

Simple. 

Complex. 

Compound. 


PHRASES. 


Uses. 
Classes. 

Forms. 

How  detetiuuied. 
-«67— 


{ 
{ 


Adjective. 
Adverbial. 
Substantive. 
Independent. 

Prepositional. 
Infinitive. 
Participial. 
Independent. 

Simple. 

Complex. 

Compound. 

Use. 
Structure. 


NOUN. 


Prapcipct. 


PRONOUN. 


Cteswt. 


COHMHPfc 


Cm^ 


Proptfttct. 


Pc  jnaL 


Relative. 


Indefinite. 


rCoacretc 
J  AlMtnct. 
IVerM. 
ICoikethe. 

{Phnrt.^ 
Toifd. 


xmerroianTe. 
^DemoMtntive. 


NtinH>er. 
(jenoef. 


{ 


Stafoiir. 
PhiriL 


(MtKolia*. 
rcnmnK. 
ConmMML 
Neater. 

r  NonuBftUvc* 
<  PoiMMivt. 
tObjectivCt 

/Simple. 
'^Compound. 

^Compound. 

rO^ribtttive. 

ICopipound. 

H  CompsratiTe. 

I  Indicat^  mmber  or 


{ 


quantity. 


The 

as  fornooM. 


VERB. 


GUMM. 


Um. 


Propertiet. 


'  Rcgiyw. 

IffMUlSf. 

Notional. 
AoxiUaiy. 


{ 


Tramithf*. 
Intniuhive. 


r  Voice. 

Mode. 

Tente. 

Pcrton. 
.  Nunbcr. 


^{ 


Pfctcnt. 
Princi|»I  ptrti.   i   Put 

Put  P»r!<dpie. 

Conjugation. 


i' 


1=  -I 
f  ■ 


ADVERB. 


Forma. 
Cbuea. 

CoR^mriaon. 


{ 


SiniiHe. 
Compound. 


POiitive. 

Comparative. 

Sup«-]ative. 


Limiting. 


Interrogative. 
Conjanictive. 


Tme. 
Place. 
Manner. 
Dtgxtt. 
.  Canac. 


ADJECTIVE. 


FoniM^ 

Use. 


Classes. 


Comparison. 


PREPOSITION. 


Forms. 
Use. 


{Sin^e. 
Denvative. 
Compound. 

{Predicate. 
Modifying. 

'  Descriptive. 
Limiting. 


Articles. 


Protwrnials. 


DegTtt. 


Method. 


Simple 
Compound. 


{ 


Definite. 
Indefinite. 


Demonstrative. 

Interrogative. 

Indefinite. 


{Positive. 
Comparative. 
Superlative. 

1 

r  Inflection. 
J  Composition. 

[  Irregularly. 


ftExpresses  relation. 
Ulntroduces  phrases. 


CONJUNCTION. 


Form. 


Classes, 


Use. 


{ 


Simple. 

Correlative. 

Phrasal. 


Coordinate. 


Subordinate. 


{ 


Copulative, 
Alternative. 
Adversative. 
Relative. 

Mere  connectives. 
Conjunctive  adverbs 
Relative  pronouns. 


{ 


Connects  words. 
"        phrases. 
"       clauses. 


Oithograpby 


The  faranch  of  language^tudy  that  deals  with  the  representation  of  spdcen 
sounds  by  letters,  and  with  the  combination  of  letters  in  words,  according  to 
established  rules  for  spelling,  is  known  as  orthography.  The  thorough  develop- 
ment of  this  subject  is  the  work  of  the  scholar,  but  a  mastery  of  its  rudiments  is 
plainly  necessary  to  everyone  who  wishes  to  speak  and  write  correctly  the  words 
used  in  everyday  life.  Unless  one  knows  how  the  various  letters  in  the  written 
alphabet  stand  for  the  sounds  in  the  spoken  language,  and  is  acquainted  with  the 
general  rules  for  combining  letters  in  the  formation  of  words,  he  will  always  be 
liable  to  embarrassing,  errors  in  pronunciation  and  spelling  and  must  be  decidedly 
at  a  disadvantage  in  both  his  social  and  his  business  life.  To  meet  the  needs  of 
the  general  reader  who  wisher  to  make  an  elementary  study  of  orthography,  the 
essentials  of  the  subject  are  set  forth  in  the  following  paragraphs. 

SOUNDS  AND  SYMBOLS. 

Diacritical  Masks.  In  the  English  language  there  are  many  more  spoken 
sounds  than  there  are  letters  to  represent  these  sounds.  Consequently,  a  single 
letter  must  sometimes  serve,  by  means  of  modifications,  to  indicate  more  than  one 
sound.  As  a  convenient  means  for  denoting  a  difference  in  the  sound  of  a  letter 
by  a  change  in  the  appearance  of  the  letter  on  the  written  page,  symbols  known 
as  diacritical  marks  are  used.  The  forms  of  these  symbols,  their  names,  and 
illustrations  of  their  use  appear  in  the  following  table. 


Maria. 


Names. 
Macron 
Bieve 
Grctnnflex 
Dots  above 
Dots  below 
Dot  above 
Dot  bek>w 


Symbols. 

Marks. 

Names.             \ 

k 

m 

TUde 

ft 

Lower  Bar 

ft 

A 

Suspended  Bar 

ft 

.«• 

Transverse  Bar 

• 

r« 

Cedilla 

ft 

* 

Modified  Macron 

• 

A 

Inverted  Breve 

Syipbols 
6 
0 
8 
e 

ft 


Classification  of  Sounds.  According  to  the  kinds  of  sounds  tiat  they 
represent,  the  letters  of  the  lang^ge  are  divided  into  two  classes,  known  as  vowels 
and  consonants.  Vowels  are  open  sounds  made  by  an  unobstructed  passage  of  the 
breath  through  the  vocal  organs.  The  letters  that  indicate  these  sounds  are  a,  e, 
i,  0,  u  and  sometimes  w  and  y.  Consonants  are  sounds  formed  by  a  stoppage  of 
the  breath  in  the  mouth  or  the  throat 

Sounds  are  said  to  be  vocal  when  they  have  a  tone  or  voice  quality,  and 
aspirate  when  they  are  merely  breath  sounds.  The  vowels  are  pure  vocal  sounds 
since  they  have  t<me  qualities  that  are  expressed  without  any  obstruction.  In  the 
case  of  several  of  the  consonants,  however,  the  tone  quality  is  suppressed  or  ob- 
structed by  the  organs  of  speech,  and  the  sounds  are  therefore  known  as  sub- 
vocals.  When  two  vocal  sounds  are  combined,  as  in  tn  in  voice,  the  resulting 
sound  is  known  as  a  diphthong. 

In  the  folkming  tables  the  sounds  in  the  language  are  classified  into  the 
three  kinds  that  have  just  been  defined,  and  an  equivalence  between  sounds  has 
been  carefully  set  forth.  Though  the  lists  may  not  be  committed  to  memory, 
they  wiU  undoubtedly  prove  valuable  for  reference. 

—381— 


?  i 


9 

a 
fi 

\} 

8 
6 
5 

a 


or  vocu.  iQctvALiim. 

as  in  what 
as  in  liSr 
as  in  thSre 
as  in  they 
as  in  police 
as  in  flhn 
as  in  dught 
as  in  some     if 
as  in  tailSr    S 
as  in  tQ       66 
as  in  w9rld  d6 
as  in  mule  5b 
as  in  fyr      66 
as  in  cr^        7 
as  in  badly     T 
as  in  myrtle  f 


— 362 — 


in  band 
in  dead 
in  gun 
in  joy 
in  lip 
in  men 
in  none 
in  sung 
in  tar 
in  then 
in  vain 
in  went 
in  yacht 
in  zinc 
in  treasure 
in  version 


Tabu  «t  Amwutm. 

f    as  in  far 
as  in  hand 
as  in  kind 
as  in  pen 
as  in  sin 
as  in  tip 
as  in  through 
as  in  shore 
as  in  chick 
as  in  whirl 


h 
k 

P 

• 

t 

th 

sh 

ch 

\vh 


•oarocua  amb  AaniATt  Iwitaujit*. 


s 

as 

« 

as 

«h 

as 

k 

as 

0 

as 

fl 

as 

1 

as 

X 

as 

X 

as 

ph 

as 

qu 

as 

q» 

as 

in  mise 
in«atch 
in  porch 
in^in 
in  piok 
in  onion 
in'phaa^ 
in  box 
in  exit 
in  sylph 
in  quick 
in  croqnet 


8 

k 
sh 

i 

ng 
ny 

I 
k-s 

f 

kw 

k 


SYLLABICATION  AND  ACCENT. 


Consonant  and  vowel  sounds  are  combined  in  groups  known  as  syllables, 
and  these  groups  are  in  turn  united  to  form  words.  Sometimes  a  single  vowel 
may  form  a  syllable,  but  a  consonant  cannot  be  thus  used  alone ;  it  must  always 
be  combmed  with  a  vowel.  The  syllables  of  which  a  word  is  formed  must  be 
carefully  noted,  for  in  pronunciation  one  of  the  syllables  of  the  word  is  dis- 
tinguished by  special  emphasis  or  accent,  and  the  others  must  be  clearly  enunci- 
ated; and  in  writing  it  frequently  happens  that  the  parts  of  a  word  must  be 
separated  at  the  close  of  a  line,  thus  requiring  a  proper  division  into  syllables.  A 
general  rule  for  the  division  of  a  word  into  syllables  is  that  if  two  consonants 
occur  between  two  vowels,  one  goes  with  each  vowel,  and  that  when  but  one 
consonant  comes  between  two  vowels  the  consonant  usually  goes  with  the  second 
vowel.  When  a  word  consists  of  but  one  syllable,  pronunciation  depends  wholly 
upon  correct  utterance  of  the  sounds  of  which  the  word  is  composed ;  but  when 
there  are  two  or  more  syllables,  proper  placing  of  the  accent  becomes  one  of  the 
essentials  of  pronunciation. 

SPELLING. 

Learning  to  Spell.  Quite  as  important  as  correct  articulation  of  the 
sounds  thit  form  a  word  and  the  |  -oper  placing  of  the  accent,  is  accurate  spell- 
mg  of  the  word.  The  ability  to  spell  correctly  is  cultivated  largely  by  means  of 
careful  observation  in  one's  reading  and  by  persistent  efforts  to  be  exact  in 
spelling  words  both  orally  and  in  writing.  Especially  is  this  true  of  those  who 
use  English,  since  our  langjiage  is  usually  lacking  in  uniformity  in  the  matter  of 
spelling.  However,  there  are  several  rules  for  spelling  that  are  so  generally  ap- 
phcaWe  as  to  be  of  much  value  to  those  who  do  not  readily  retain  in  memory  the 
exact  form  of  words.  Among  these  rules  the  following  may  be  stated  as  the 
nrost  important : 

RULES  OF  SPELLING. 

Words  ending  in  iV  usually  drop  the  e  and  change  «  to  v  in  adding  the  suCx 
mg;  IS,  lie,  lying. 

Words  ending  in  y,  preceded  by  a  consonant,  change  3^  to  i  when  a  suffix  be- 
gmmng  with  » is  added ;  as,  bounty,  bountiful. 

Words  ending  in  y,  preceded  by  a  vowel,  retain  the  y  in  adding  a  suffix;  as. 
joy,  joyous. 

Monosyllables  and  words  accented  on  the  last  syllable,  ending  in  a  single 
consonant,  preceded  by  a  single  vowel,  double  the  final  consonant  before  a  suffix 
beginning  with  a  vowel;  as,  hit,  hitting;  begin,  beginning. 

Words  ending  in  silent  e  drop  this  final  e  when  a  suffix  beginning  with  a 
vowel  IS  added ;  as,  residue,  residuum. 

—363— 


.  Words  ending  in  e  usually  reuin  this  final  letter  when  addhur  a  suffix  be- 
gumme  with  a  consonant;  as,  resolute,  resoluteness. 

AVhen  a  syllable  is  added  to  a  word  ending  in  a  double  consonant,  this  con- 
sonant IS  usually  retained ;  as,  still,  stiUness.  , 

Singuler  nouns  regularly  form  their  plurals  by  adding  j;  as,  table,  tables. 

However,  when  the  singular  noun  ends  with  a  sound  that  does  not  unite  with 
*,  «s  IS  added ;  as,  church,  churches. 

Nouns  ending  in  y  preceded  by  a  vowel  form  their  pluraU  by  addins  t- 
as,  monkey,  monkeys.  '      ^^    ' 

When  final  y  is  preceded  by  a  consonant,  y  is  changed  to  i  and  «  is  added  in 
forming  the  plural ;  as,  city,  cities. 

«i.,«??"*  "2T  ?1^* "  ^  °'  f'  '='**^'  *•"*  f  °'  f' »"  ^  »"<!  «<W  "  to  form  the 
plunu ;  as,  shelf,  shelves. 

Singular  nouns  ending  in  o,  preceded  by  a  consonant,  sometimes  form  the 
plural  by  adding  s  but  more  frequently  by  adding  «;  as,  -rolo,  solos;  motto,  mot- 
toes; potato,  potatoes. 

Methom  FOR  Teaching.  Cultivation  of  accuracy  in  spelling  should  "  «n 
m  early  childhood.  Mothers  and  teachers  should  make  use  of  every  oppoivoiiitv 
to  mipress  the  correct  forms  of  words  upon  children's  minds.  This  is  done  by 
placing  before  the  childreq  the  mental  picture  of  the  words  as  they  appear  in 
ttwir  written  form  and  by  teaching  the  sounds  of  the  words,  exactly  pronounced. 
Iritsome  drills  in  spelling  are  to  be  avoided.  Interest  may  be  introduced  into  the 
work  by  assocatmg  it  with  that  done  in  other  lines  of  study,  as  in  reading 
language  and  nature  study.  All  new  words  met  with  in  these  subjects  should  £ 
carefully  noted  and  the  correct  spelling  and  pronunciation  should  be  learned  and 
associated  with  the  meaning.  Word  games  may  be  used  with  good  effect,  as  for 
example,  that  m  which  as  many  words  as  possible  are  formed  from  the  letters  of 
a  given  word.  Spelhng  matches,  too,  though  not  a  new  form  of  diversion,  prove 
interesting  and  helpful.  In  oral  spelling  the  words  given  should  be  pronounced 
but  once,  and  the  one  who  is  spellmg  should  be  allowed  to  try  but  once 

In  both  oral  and  written  spelling  cwrection  of  errors  should  be  made 
promptly  and  carefully.  The  right  forms  of  words  must  be  constantly  kept  be- 
fore children ;  hence  the  practice  of  giving  classes  lists  of  misspelled  words  for 
corrrction  and  of  requiring  pupils  to  keep  lists  of  their  errors  is  most  undesirable. 

Root  Words  and  Derivatives.  Interestii  g  recitations  in  the  formation  of 
derivatives  from  root-words  may  prove  of  much  assistance  in  teaching  children 
to  analyze  the  building  up  of  words  when  they  find  difficulty  in  spelling  them  A 
root  word  may  be  chosen  and  as  many  derivatives  as  possible  formed  from  it  by 
adding  prefixes  and  suffixes.  The  same  lesson  may  prove  doubly  profitable  bv 
defining  the  root  word  and  showing  the  changes  in  significance  after  the  addition 
of  the  prefixes  or  suffixes.    The  following  is  ofiFered  as  a  suggestive  exercise  • 


I 


TRACT— DRAW. 

Tract-or or  =  <that  which. 

Tract-ion ion  =  act  of. 

Tract-ile ile=  may  be.* 

Tract-able aWe  =  able  to  be. 

Abs-tract abs  =  away  frwn, 

At-tract ^  at  =  near  to. 

Con-tract con  =  together. 

^tract de  =  away  from. 

Ex-tract ex=  out  of. 


•       Pro-tract pro=  out. 

Re-tract re=back. 

Sub-tract sub=  from  under. 

Attract-ive ive  =  tending  to. 

In-tract-able in=  not. . .  .able  =  able 

to  be 

A  tractor  is  an  instrument  which  draws. 

Traction  is  the  state  of  being  drawn  or  the  act  of  drawing,  as  the  traction  of 
a  muscle. 

Gold  is  a  tractile  roeUl,  as  it  may  be  drawn  out  in  thin  strips. 

A  tractable  person  is  one  easily  drawn  to  a  proper  course  of  conduct 

An  abstract  manner  results  when  the  mind  is  drawn  away  from  surrounding 

To  attract  people  we  must  have  power  to  draw  them  to  us. 
To  detract  from  value  is  to  lessen  or  draw  away  from  it. 
An  extract  from  a  book  is  a  part  which  is  drawn  out  of  it. 
A  iH-otracted  meeting  is  one  which  is  drawn  out  or  extended  beyond  the 
usual  time.  ' 

When  the  claws  of  a  cat  are  retracted  they  are  drawn  back. 
When  a  number  is  drawn  from  under  or  taken  away  from  another  we  sub- 
tract it. 

That  which  tends  to  draw  one  to  it  is  attractive. 
An  intractable  student  is  one  who  is  not  easily  drawn  io  discipline 
The  Dictionary.  Trie  use  of  the  dictionary  should  be  early  encouraeed. 
and  It  CMi  be  made  attractive  by  introducing  it  into  word-games  and  by  telline 
ma  simple  and  entertaining  way  of  the  history  or  derivation  of  some  of  our  most 
interesting  words.  Thus  begun,  the  highly  desirable  practice  of  consulting  the 
dictionary  in  rases  of  doubt,  regarding  either  spelling  or  pronunciation,  may  be- 
come so  estaUubed  that  it  will  remain  a  life-time  haWt  '      i  ^ 


— aas— 


?i   Ml 


Hjtji«h«,  bMt  who  m»hU»  hit  pupil,  to 


Literature 


its  benign  influence  if  onS^i  ?oS  hSrtiiv^?'*^?°2  *V  "?  <»«  can  escape 
printed  matter  brightenrviviL  uolifuS^J  ~"*'*=*  T*.^'  Whaterer  in 
Sometimes  the  spirit  emanites  from  a  oh™l  /"!**''  *^*  »  *™«  literature, 
it  is  a  lyric,  a  drama  or  a  bLS  st^rC  that %^*r' V  P»««f«Ph-    Again 

2etru.e^1ur-  **  ^'"-te?'  wSeii;St"J?';S'tSre^^^^^^^^^ 

in  thd^l^rS'burnSKife^Xr^S^^^^^^  <••««;».  widely 

a  stronger  appeal  than  the  other  buf  Sh  will  S.™  tL™"-  "^  i°.""  ""^'^^ 
prose  may  have  more  intellectual  uplS  pS  ry  aiL,s^^"-"™<^«d.  While 
sense  of  beauty  beauty  in  form,  in  sentimeSTi^mS?     ™*'*  '*~"«^'y  *°  *^ 

that  ?t?S  ^^!'a^S7^pS*j;'^S^ie^^^^^^  fi;*,  ?"^  •^<»»  o^  P- 

ordinate  classes,  Ballads.  Odesf^Sel  and  Sonfets     wiLf-^"'  ^'^l!  *?^"''- 

how  varied  its  nature!    For  the  gay  holrs  ther?;«.  «    i*  '  '*^  ^^^  «'  ''"'^ 

rollicking  lyrics  by  Holmes-  for  times  o/ho.,i^M     •"''y.^*°"*»  ''^  Kipling, 

fellow  and  the  couragSus  essays  oT  Em/r^n    *  ^t  "''P'"."«^  «°"«»  «'  Lon|- 

lines  of  Lowell,  the  eSrJS  °ouSSsT+.n„'  *"™'  ?/  ^^^^  *«=  heartfelt 

so  peculiar  that  its  natureTn^Swn  ?o'  *e"S Welm^n °'r''jf  '^ 
written  for  us.  ^"*'  nearted  men  who  have 

woulJ'k?o;rtrU,fmTd;:-Ld  a*Sa"ti"  ^  r  *?^  ^^°-  -^^'^-^  they 
a  comfort  and  a  solac"  slaSely  eioS  ?h,  **  ^"^  '"sp  ration;  to  the  old. 
differently  at  the  same  time^t^f  aS^i^**  """*  ''^'"^°"  ""^^  ^^^^t  thus 

the  iisiS  ?h^uWSed°;;*d  t°i:!;rco^e^d^r^^^^  -'"^^ »°  -^• 

in  selection.  This  may  be  done  if  oroSr  fvX  trf  i  *°/-  '^'^^''"^  S°^  taste 
learner.  Here  is  seen  the  imm^se  vX  of^urhT  "5".''  '"  ^  *«"'^*  °^  the 
in  The  New  Practical  ^f^^cIub^^^  -To  tSfX''"  t^at  on. Reading 
can  go  to  find  directions  for  reading  and  to  L  W,  n/.!5l^T*  °'^  ^'^^^^^ 
dren  or  to  adults.  There  too  will  ^  found  rf?erinS./«*^*h  ***?P*^^  to  chil- 
ENCE  Library  which  will  carry  the  rSr  far  llff  S  *°  "*"''"  '"  the  Refer- 
cratute  which  have  in  theiS^f^  for^ve%t'i„';*°     °''  ^'"''°"»  ^''''^  °^  "t- 

,-rit^o/ev"e?;  ^tiS."?h'ro'uSrthe°UrSt^^  P^  -»-^-n 

m  many  instances  the  circumstances  unSwh?crtiVSe«^i;^^^^^^     '""^ 

—386— 


UnitJ'sirWtU"^^^^^^^  ^Z^^^of  E„„a„d  and  the 

the  article  Literatube  are  self-explaiS?^    "'''"«»  '"  t^e  other  sections  of 

ir^^^°^Zttiti!!.St^^^  ^1  put  in  g„phic 

of  Pottry.  many  more  sonneteers  writer»^!l;i«  ^'"'.**""'  '"  "'^  discusliion 
than  are  mentioned  in  the  taS?  The  Sef.  ^'  *"^  ''*P»ts  are  to  be  found 
you  will  note  that  there  are  but  four  «Sniric«SworM°"^'  •""''"  ^~'^'  »'"* 
are  named  and  the  author  of  each  is  gSi.  wo'W-wide  unportance;  those 

^"g'M*  *wl  Hnmrican  Lftmtim 


Prosb 


Poetry 


Orations 

Webster 
Bnrke 
Others 


Essays 

,   I 

Lamb 

Macaulay 

Emerson 

Others 


Novel 

Eliot 

Scott 

Thackeray 

Howells 

Others 


Faoles 


^Philology        Philosophy    CommLisn,     Metaphysics    P^vrhC^ 


Lyric 


+ 


cPo 


Epic  Poetry 


Sonnet  Ode 

Browning         Shdley 
Milton       Wordsworth 


Elegy 

Tennyson 
*lilton 
Shelley 


Ballad 


'Ld 


Greater 
Epic 


IV 


Iliad      Aeneid    Divine  Comedy      Paradise  Lost 
Homer     Vergil  Dante  MiL 


^    I 
Drama 


Mysteries 


Miracle 
Play 


Morality 
Play 


♦Translations. 


Comedy      Tragedy 

Shakespeare 
Jonson 


—367— 


II. 


m. 


(ISOO  TO  rUSKXT  TIME.) 
,     EuZAStTRAir  A(& 

I.    PocU  and  their  Prindpcl  Works. 

a.  Non-Dnmuitic. 

Edmund  Spenser.     I55a-i599- 
Shepheardes  Calencnr. 
Faery  Qt'fen. 

b.  Dramatic. 

William  Shakespeare.     i564-l6l6. 

The  Merchant  of  Veoke. 

Hamlet 

Macbeth. 
Ben  Jonson.    1573-1637. 

Every  Man  in  His  Humor. 
Ovistopher  Marlowe.    1564-1593. 

Tamburhune. 
3.    Prose  Writers  and  Their  Principal  Works. 

a.  Historical. 

Sir  Walter  Raleigh.     I55a-l6l& 
Historv  of  the  S^oriS. 

b.  Theok>gical. 

Richard  Hooker.    i553-i6oa 
The  Ecclesiastical  Polity. 
c    niilosophicaL 

Francis  BaoHi. 
Novum  Orpmum  (New  Instnuneat). 
Essays. 
The  Age  of  Milton. 
I.    Poets  and  Their  Principal  Works. 

a.  John  Milton.    1608-1674. 

Paradise  Lost 
L'All«gro. 
II  Penseroso. 

b.  Abraham  Cowky.    1618-1667. 

Davideis. 
a.    Prose  Writers  and  Their  Principal  Works. 

a.  Izaak  Walton.    1593-1683. 

The  C(nnpleat  Angler. 

b.  Jeremy  Taytor.    1613-16^. 

Holy  Livii^  and  Holy  Dying. 

c.  Dr.  Richard  Baxter.    1615-1691. 

The  Saints'  Everlasting  Rest 
Call  to  the  Unccmverted. 

d.  John  Milton. 

Areopagitica. 

Tenure  of  Kings  and  Magistrates. 
The  Age  of  Restoration. 
I.    Poets  and  Their  Principal  Works, 
a.    John  Dryden.    i63i-i7t». 

Alexander's  Feast 

Rdigio  Laici. 

Hind  and  Panther.   _jj^_ 


IV. 


a. 


a. 


c. 


V. 


a. 


a.    Prow  Writer*  and  Their  Prindpil  Woritt. 
«.    J<An  Bunvan.    i6aS-i688. 
fiterim  •  ProffrcM. 
Lift  Md  Deafli  of  Mr.  B«lin«n. 
0-    John  Locke.    16^1704. 

Eway  Concerning  Human  Understanding, 
c.    Sir  Ifaac  Newton.    1642-1737 
"Hie  Princtpia.         "^   '  '• 
Optics. 
Augustan  Age. 

I.    Poeti  and  Their  Principal  Works. 
a.    Alexander  Pope.     168^-1744. 
Essay  on  Man. 
Iliad. 
Dunciad. ' 
h.    Edward  Younge.     1681-1763 
Night  Thoughts. 
Revenge. 
Prose  Writers  and  Their  Principal  Works. 
■     Joseph  Addison.     1672-1719. 

Sir  Roger  de  Coverly  Papers. 
Essays. 
Richard  Steele.    1672-1729. 

Essays. 
Jonathan  Swift.     1667-1745. 
Gulliver's  Travels. 
Journal  to  Stella. 
d.    Daniel  Defoe.     1661-1731. 
Robinson  Crusoe. 
Journal  of  the  Plague  Year. 
The  A(a  of  Johnson. 

Poets  and  Their  Principal  Works, 
a.    Thomas  Gray.     1716-1771. 

Elegy  Wntten  in  a  Country  Churchyard. 
The  Bard. 
Oliver  Goldsmith.    1728-1774. 
The  Vicar  of  Wakefield. 
The  Traveler. 
She  Stoops  lo  Conquer. 
The  Deserted  Vill^t. 
William  Cowper.     1731-1800. 
The  Task. 

The  Diverting  History  of  John  Gflpm. 
Robert  Bums.     1759-1796. 
Cotter's  Saturday  Night. 
Tam  O'Shanter. 
Prose  Writers  and  Their  Principal  Works. 

a.  Samuel  Richardson.    1689-1761. 
Pamela. 

b.  Henry  Fielding.    1707-1754. 
Tom  J<Hies. 


I. 


b. 


,^    I 


d. 


'i-\l 


c    Suntiel  Tohuuo.    tfC9-tj%4. 


untiel  Toh 

RSMwMa 


f. 


b. 


c. 


Divkl  Hume.    I7ti-I77& 

History  of  Engbnd. 

Euty. 
Edward  Gibbon.    I737-I794< 

Decline  and  Pall  oMhc  Roman  Empire. 
Edmund  Burke.    1729-1797. 

On  Conciliatira  with  America. 
VI.    A(s  or  Scott. 

1.  Poett  and  Their  Prii.cipal  Works. 
a.    Walter  Scott.    1771-1833. 

The  Lady  of  tnc  Lalce. 
Mamuon. 

Lay  of  the  Last  Minstrel. 
Georse  Gordon  Byron.    1788-1834. 
Childe  Harold's  Pilgrimage. 
Don  Juan. 
The  Giaour. 
John  Keats.    1795-1821. 
Endymion. 
Eve  of  St.  Agnes. 
T"  perion.  , 

L»    ia. 
d.    The  ukt  School. 

William  Wordsworth.    i77o-i85a 

Ode  on  Immortality. 

Lines  on  Tintem  Abbey. 

The  Excursion. 

We  Are  Seven. 
Samuel  Taylor  Coleridge.    1772-1834. 

The  Anaent  Mariner. 

Kubla  Khan. 

Christabel. 
Robert  Southey.    1774-1843. 

Joan  of  Arc. 

Roderick,  The  Last  of  the  Goths. 

The  Curse  of  Kehama. 
Percy  Bysshe  Shelley.    1792-1822. 

Queen  Mab. 

Ode  to  the  West  Wind. 

Ode  to  a  Skylark. 

2.  Prose  Writets  and  Their  Principal  Works. 

a.  Novelist. 
Walter  Scott.    1771-1832. 

Ivanhoe. 
KenilwOTth. 
Quentin  Durward. 
Guy  Mannering. 

b.  Essayist. 
Charles  Lamb.    1775-1834. 

Tales  from  Sh^espeare. 
Essays  of  Elia. 

— 37(V- 


!t 


VII.     VlGTOUAN  AOB. 

I.    Poetf  and  Their  Prind|wl  Works. 

a.  Alfred  Tennyion.    iSoo-iSoa. 

The  Princew. 
In  Memoriam. 
Idylla  of  the  King. 
Maud.  * 

b.  Eliiabeth  Barrett  Browning.    i8o6-ig6i. 

Sonnets  from  the  PortugtieM. 
Aurora  Leigh. 
Prometheus  Bound. 
e.    Robert  Browning.    1813-1889. 
My  Last  Duchess. 
Andrea  del  Sarto. 
The  Ring  and  the  Book. 
Rabbi  ben  Ezra. 

d.  Thomas  Babington  Macaulay.     i8oo-i8sa 

Lays  of  Ancient  Rome. 
The  Battle  of  Tvry. 

e.  Jean  Ingelow.     i8»>i8o7. 

Divided. 
a.    Prose  Writers  and  Their  Principal  Works. 

a.  Historical. 

Thomas  Babington  Macaulay. 

History  of  Sigland. 
Henry  Hallam.     1777-1859. 

Constitutional  History  of  England. 
James  Anthony  Froude.     1818-1894. 

History  of  England. 

Thomas  Carly^:    A  History. 

b.  Essayists. 

Thomas  DeQuincey.     1785-1859. 

Confessions  of  An   Opium  Eater. 

Jc)an  of  Arc. 

The  English  Mail  Coach. 
Thomas  Carlyle.    1795-1881. 

Sartor  Resartus. 

French  Revolution. 
John  Ruskin.     1819-1900. 

Seven  Lamps  of  Architecture. 

Stones  of  Venice. 

Sesame  and  Lilies. 

c.  Theological. 

John  H.  Newman.    1801-1890. 

Apologia  pro  Vita  sua. 

Lead  Kindly  Light. 
C.  H.  Spurgeon.     1834-1893. 

The  Saint  and  His  Saviour. 

Speeches  at  Home  and  Abroad. 

d.  Scientific. 

Sir  William  Hamilton.     1788-1856. 
Discussk>ns  on  Phitesophy  and  Literature. 
—371— 


\'  ■    ' 


Sir  CharlM  LjrtU.    1797-1^5. 


VIII. 


el  Otology. 

AatiqaHjr  of  Mn. 
ClMrlM  Durwin.    ito^iUa. 

Origin  of  Spcdn. 

DcKcat  of  MM. 
ThonuM  Hoxlcy.    i8«5>i89S- 
.  Man's  nsce  in  Naturt. 

Ekmattt  of  Compnrttivc  Amtomj. 
Herbert  Spencer.    i8s(^i90f* 

Firit  Prineipiea. 
e.    NoTcUitt. 

Charlet  Diclcens.    i8ia-l87a 

Pidcwick  Papers. 

David  Cbppcrficld. 

Nicbolaa  Nickleby. 
Wllliant  Malcepeace  Thaclceray.    iSii-lWj. 

Henrv  Esmond. 

The  Newoomes. 

Vanity  Fair. 
George  Eliot.    i8i9-i88a 

Silu  Mamer. 

Adam  Bcde.  u 

F^ix  Holt 
MoDctM  Pnioo. 
I.    Poets  and  Their  Principal  Works. 

a.  Dat.'.^  Gabriel  Rossetti.    i8^i88a. 

The  House  of  Life. 
The  Blessed  Damosel. 

b.  Matthew  Armdd.    i8aa-i888. 

Sohrab  and  Rustum. 
Dover  Beach. 

c.  Akemon  Oiariea  Swinburne.    i837-i909. 

A  Seng  of  Italv. 
Poems  and  BaUads. 
a.    Prose  Writers  and  Their  Principal  Works. 

a.  Charles  Kingsley.    1819-1875. 

Hypatia. 
Westward  Ho. 

b.  Robert  Louis  Stevenson.     1850-1894. 

Dr.  Jekyll  and  Mr.  Hyde. 
Treasure  Island. 

c.  Rudyard  Kipliiw.    1865- 

The  Jungle  Book. 
Kim. 


LODMmii, 

~   mm  RodHT.   MM.l«4r. 


.  JaUSkL 


*■  '^S^"   ■*»»»«•*    ITOt-ITM. 
.VWdlMI  «f  tiM  Will, 

*  ■S*'^  IHrtlta.    iro«.i7». 


^•tMtofn^^. 


n.  ItvotonoKAiT  PmoSk 

Tk*  BritiA  Priww  Skin. 


irSMMM. 


K.  AiMMdnr  HuiUtm. 

^     TiMlWmUst. 

b.  ThMaM  Jeffnwm.    174S-1886L 

Biffhti  of  Britkdi  AiMtte. 

PMkKtioa  nf  Tiidapradniw. 
«.  JtaiM  IbdiMa.    ITfll-ma. 

ITI.NAnoHAL  PmoBb 

^  ''•*'!-»S^  '•^  PrfMipiJ  Werka 
•.  ^itUMi  CiUlM  BiTut    1794.M7S. 

My  Cooatijr't  (UL 

n»  AffML 

Hood  of  T«Mt. 

TwMMtottoa    of    the    ZU»d    Md 

b.  HeBi7      Wadnrortli 
1M7-1888. 
ErmagaliM. 

Tha  BpaiiUi  Student. 

The  Coartdiip  of  ICUei  Staadiih. 
••  Joha  QnmUnt  Whittier.  1M7-I8tt. 

The  Barefoot  Boy. 

ftioirboiwd. 
^AaoBC  the  HiUe. 
d.  Edgar  Alhui  Foe.    1809-1848. 

AoiMbe]  Lee. 

The  Bavea. 
••  J«»ee  BoinU  LowelL    1819-1891. 

The  ComaietBoratioB  Ode. 

The  Viaioa  of  Sir  Launfal. 

TheOathedraL 


toaffellow. 


OMbaMidMi 

n«  Pm(  M  the  Btaaklhal  nUa^ 

Tto  OkaaAeied  NaatUaa 

na  Lm  Imt 

WaatoM  Oaa-He«  flhar. 

k      ■>y^  •*  Chlldhoed. 

i^.-'^aS'"^ 
3.  Pnaa    Writera    aad    Their 

Worka. 

HuNUAxa. 

'*r_^'**    *■*•    •*    North 

H>J«y    of    the    levolatloa    la 
.    ^   North  Aaieriaa. 
^  »S*MlHlldi.th.    H07.18M. 

The  White  Shive. 

*  WUIiaai  H.  Piaaeott.    HM-iaM. 

Coa^Mat  of  ICeiieo. 
.    .CoMieat  of  Para. 

The  Ualted  Ketherikada. 

••  '^l^   Phfhaai".     ItniSM. 

OaUfort-    ...d  the  Oiegoa  Tmil. 

^  Je*Ut- U  North  Xierlea. 
t.  Joha  Pldw.    1S4S-1M1. 

OatUaee  of  CoaaUc  Philoaophr. 

The  Amerieaa  Berohitioa. 
g.  Theodore  BooeereH.    188S— 

Aaleriean  PoUtieal  Ideala. 

Nonuara. 

••  ^fi**^  Hawthorae.  1804-18M. 

The  Searlet  Letter. 

The  Marble  IVoa. 

The  Roue  of  the  Serea  Oablee. 
b.  JUMW     Peataore     Cooper.     178». 
leol. 

The 

The 

The  Laat  of  the  Mohicaaa. 
e.  Barriet  Beeeber  Stowe.  1811— 189e. 

Vaele  Tom'e  Cabia. 

d.  William  Dean  Howell*    1837— 

A  Modern  laataaee. 

Veaetiaa  Life. 

A  Poreomie  CoBehuion. 

e.  Mary  E.  Irauaa  Pnemaa.   1888— 

Jerome,  a  Poor  Maa. 
The  Portloa  of  Labor. 

f.  Heai7  Jamea.    1834— 

Dikiqr  Miller. 

A  Paarieaate  Pilgria. 


^^ff 


H 


EMATWn. 

a.  Balph  Waldo  EflMiwm.    ISOS-ISM. 

BaprMeatetiv*  Ilea. 
Tb«  Conduct  of  LU«. 

b.  Henrr  Darid  Thoreaa.    18171M2. 

Waidea. 

The  MalM  Wooda. 
e.  WUliaa  E.  Cbaaoiiig- 
SamoiM  and  BevMira. 

Cunos. 

a.  James  Buiwll  LowelL    1819-1891. 

Hj  Study  Window!. 
Among  Mj  Booka. 

b.  Edmnnd  Clarenee  Stedman.    18331908. 

The  American  Poets. 

The  Nature  and  Elements  of  Poetiy. 

HUMOBUTS. 

a.  Joel  Chandler  Harris.    1848-1908. 

Unele  Bemns. 

Tales  of  the  Home  Folks. 

b.  Samnel  Ii.  Clemens.    1830 — 
Innocents  Abroad. 
Pndd'nhead  Wilaoa. 


JltMBXAiiiout  Wimn. 

a.  WaAiagton  Irving. 

Sketch  Book. 

b.  Bmrd   Taylor.   18a5-M76. 

"naTeL 

Traadatioa  of  Ooetha'a  FUat 
e.  J.  O.  Hollaad. 
Nicholas  Miatnra. 
Kathrina. 
Oamered  SheaTca. 

d.  George  Tickaor.    1791-1871. 

History  of  Spaaisk  Literatnra 
Life  of  Pieseott. 

e.  Charles  Dudley  Warner.   1829-190^ 

My  Summer  ia  a  Oardea. 

As  We  Were  Sayiag. 

The  Gilded  Age. 
t.  Silas  Weir  Mitchell.    18>8— 

Tonth  of  Waahiagtoa. 

Hinta  for  the  Orwworfced. 
g.  Thomaa  BaUey  Aldrieh.  1886-1907. 

Cloth  of  Gold. 

The  Story  of  a  Bad  Boy. 

Flower  aad  Show. 

Baby  BelL 


Drama 


I.     FOUMS. 


I.  Trage(fy. 

a.  Subject  matter  serious  or  classic. 

b.  Lanp;tiage  dignified  and  graceful. 

c.  Motive  of  presentation — purification  of  passiooa. 
3.  Comedy. 

a.  Less  serious  than  tragedy. 

b.  Treatment  somewhat  light  throughout. 

c.  Originally  used  as  means  of  ridicule. 

3.  Open. 

a.  General — Dramatic  composition   set   to  music   and   sung  by 

artists,  enriched  by  costumes,  scenery,  music,  etc 

b.  Grand — ^Usually  serious  or  ckssical  themes.    Generally  Iieavy 

and   impressive   treatment,  although  it  is  sometimes  of  a 
lighter  vein. 

c.  Comic — ^Light,  fanciful  or  humorous.     Treatment  light  and 

graceful.    Oftentimes  means  of  ridicule. 

4.  Pastoral. 

a.. Aimed  at  a  fanciful  portrayal  of  Arcadian  and  mythological 

scenes, 
b.  Treatment  quiet  and  in  keeping  with  the  subjects. 

5.  Burlesque. 

a.  Depicts  dignified  and  serious  subjects  of  life  in  a  ludicrous 

manner  or  vice  versa. 

b.  Means  of  satirical  criticism. 

c.  Modem — Mixture  of  travesty,  vaudeville  and  ballet. 

6.  Farce. 

a.  More  extravagant  and  ludicrous  than  the  comedy.    Any  ab- 

surdity or  improbability  is  allowaUe. 

b.  Motive — ^To  excite  laughter  in  any  event. 


7-  Mysteries. 

a.  Rude  dramas  p'-sented  at  solemn  festivals;  religious  in  char- 

acter. 

b.  Object— T     Jtrengtiien  Cb  I  tian  church. 

c  Extended    rom  tvvelfth  to  wxteenth  centunes.     Passion  play 
Oberami.  ;rg,iu  is  an  exi-npk;  *^  ' 

8.  Moralities. 

*'  ^dwnSfn*^'  ^'^^**    "^^^^  *"'*°'""'*»  praising  virtue  and  con- 

II.    DEVELOpiES^"**"^"  '"""*""  ''""'''  sentiment  toward  right  living. 

1.  Old  Testament. 

a.  Job. 

b.  ScHigs  of  Solomon. 

2.  India. 

a.  Drama  much  inferior  to  Greek  or  modem  European. 

3.  Chhia  *'*"  ^^^     '^*  ''"''  *™**''"-    Writings  voluminous. 

4.  GrSc?"'"**'*^  writings  extensive  but  unknown  to  other  peoples. 

a.  European  drama  originated  in  Greece,  foremost  nation  in  lit- 
erature in  early  times. 
b.^r)rjunas  at  first  were  celebrations  of  festivals  of  Bacchus,  god 

c.  ^schyius,  first    writer   of    Greek    tragedy,    wrought    many 

changes  m  chorus,  number  of  actors,  etc 

5.  Rome. 

a.  Drama  borrowed  from  Greeks.    In  a  sense  imitators 

^lxF°'^^-l''l""^  influenced  modem  literature  more  for- 
cibly than  did  Greece. 

6.  Italy. 

"  dSy  tm'lSlai'"™  "  P'°'"*="*  '^  ^"^^^'^  ^^ 

b.  At  first  classic  models  were  followed 

c.  Great  periods  were  during  fourteenth,  fifteenth  and  sixteenth 

centunes.    Noted  pastoral  dramas  were  written 

d.  Interest  waned  in  seventeenth  century 

*■  ^i^'tSS*  ''^^^  '^'^*'  *"****^  *"*'  ^""'  "^^"^y  *"* 

7.  France. 

a.  1684  early  school  of  dramatic  writings  flourished 

b.  CoraeiUe,  Racine  and  Moliere,  thfe  distinguished  dramatists 

*"'  '?^»*  "»T  ^^^  °'  *'^.'^*?  ^°"^^'  «»"<^<'  *e  romantic,  in 
form     lar°  I  "  classical  school.    Hugo  promoted  the 

d;  Writers  in  this  school,  Sardou,  Dumas,  Rostand. 

8.  Spam. 

a.  The  drama  flourished  at  the  same  time  as  the  English  and  rose 
to  its  height  at  the  same  time. 

9.  Eng^d. 

a.  Last  half  of  the  sixteendi  century  marked  the  height  of  the 

most  bnllumt  period  of  the  Enriish  drama. 

b.  Writers— Jonson.  Shakespeare.  Marlowe. 

c.  Theaters  were  shut  up  for  thirtem  yairs  by  Puritans. 


*  J'SB:! 


•  n 


1h 


If 


U-; 


I 


d.  With  Charles  II  the  drama  reappeared.     Licentious  and  de- 
grading treatment 
10.  German. 

a.  At  first  merely  translations  from  the  French. 

b.  Original  works  appeared  later  on. 

c.  Schiller  and  Goethe  greatest  of  modem  dramatists. 

OMMSpMVC 

BnTB. 

I.  Bom  at  Stratford-on-Avoa,  1564. 
Parents. 

I.  Of  humble  origin;  respectable  tradespeople;  financially  well-to-do. 
Education. 

I.  Best  education  grammar  school  offered. 
Marriage. 

I.  Nineteen  years  of  age.    In  1592  established  in  London,  engaged  in  literary 
work,  and  also  taking  some  of  the  leading  parts  in  plavs. 
Character. 

1.  Ben  Jonson  said:  "I  loved  the  man  and  do  honor  to  his  memory,  on 
this  side  idolatry,  as  much  as  any.  He  was  indeed  honest  and  of  an  open 
nature ;  had  an  excellent  phantasy,  brave  notions  and  gentle  expressions." 

ist  Period. 

a.  Experimentin|^  in  characterization :  looseness  in  constraction.    Feel- 

ing after  his  powers  and  testing  them. 

b.  Writings— Love  s  Labor  Lost,  The  Comedy  of  Errors,  A  Midsum- 

mer Night's  Dream,  Richard  III. 
2d  Period. 

a.  With  increased  assurance  follow  his  brilliant  portrayal  of  English 

history  and  comedy  of  life  in  general,  and  one  great  romantic  trag- 
edy. King  Richard  II. 

b.  Writings— Parts  I  and  II  of  Henry  IV,  King  John,  Romeo  and 

Juliet,  The  Merchant  of  Venice,  Much  Ado  About  Nothine.  As 
You  Like  It,  etc.,  etc. 
3d  Period. 

a.  Master  of  all  the  resources  of  his  art. 

b.  Personal  experiences  portrayed  in  writings.    Comedy  becomes  bit- 

ter; tragedies  black  with  human  expenences. 

c.  Writings— Measure  for  Measure,  Julius  Cxsar,  Hamlet,  King  Lear, 

etc,  etc. 
4th  Period. 

a.  Attains  glad  serenity  of  mind,  enabling  him  to  write  his  last  roman- 

tic plays. 

b.  Writings—Chiefly  poetry. 
Death. 

I.  Dies  in  1616.    Buried  in  Stratford  church;  a  monument  with  bust  and 
epitaph  was  soon  afterward  set  up. 

QUESTIONS.— Literature. 

How  was  James  Fenimore  Cooper  connected  with  the  navy  and  consular 
service  of  the  United  States? 

Who  was  the  friend  of  Emerson  whose  genius  in  cerUin  respects  much  re- 
sembled diat  of  die  phHoso|Aer? 

— 376— 


uJl*  "  ^rS^'""^^  ^'■«*  Hate's  humor? 
tlon  SThe  uSit^d  sre/?'"'  "°*«"»  -"""^•'^  -»"  the  fo„ig„  administra- 
on  the  pilrifs'?'^''"  ■  **^  '*'''  Washington  Irving  get  the  material  for  his  "Tour 
in  profeTiSlLllif^'r'"*''  ''"''^  ^*'"P»'  ^^''^  "PP-"  '"e  problem  of  woman 
/amoir^r''*^'"''  ""''^^  *^"  •''«  •"  -»'«»  humble  way?    What  is  his  most 

ll^  wL'f'S^riL'lvrf'/i'»T**'c*°'''  ^•*'  Edward  Bellamy  write' 
WhTtWSLrp^rlSl^o?^^^^^^^^  "^-'^^-'^  ^'>^^' 

iT'wh  J  nh?'  ♦£"*  ?^'*'°".  °*  ^'^*'*t«^'-'«  dictionary  published " 
^^J^sM-fL-SS^^^^^  htlth? 

^^  Jho  descnbed  Francis  Bacon  as  the  "wises,  brightest,  meanest  of  man- 

T^ii',!!!^  '°*"^"*  *"**  ""^^  P°'»hed  of  Mrs.  Browning's  works?' 
poem^d^e'r  '°"'"*"=  -rcumstances  was  the  publication  of  B"u^rSs"firtLk  of 

he  mS:?"*"*  ""'"«^  ""  ^^•y'*  *-'-^?    What  educational  endowment  did 

Which  2e^enJl''n°'''*  *"5J^'1^  ''•''  experiences  in  America? 
Whit  wYf  fS^  pmn-t^iond's  three  best-known  works? 

Xe^Sj'o^X  •:      ntxhoSSTra^"?'  1'^"  '=^^ 
^Jn  .hat  novel  ,£,  Km,.,ey's  opinions  on  social  and  ecrcS,ic*Sestions  ap- 

qucath  his  fortune?  ^       '^'-'^  ""'^  ***  ^'hat  end  did  he  be- 

poJ^St^^U^Zr^i^T'  ^  '^"-*«  -<J  what  was  the  first  great 

w£j  ^  th°/^riS^"ae^anT^hX:7r  ^^  '^^  '"  ?"««»"? 
RichSV^r"^'*  '-ngth^'^-trr-eJSvT?^^^^^^^         p.^ 
What  was  the  tragic  death  of  .Esop? 
viz  *«\A"*t0Phanes  rank  in  Grecian  Kteratut«? 

appe?a?b„'ifa,"jS^°S^eSX?  "''"""  '"  ""  ^-*  -*?   What  well-known 
In  which  of  his  writings  is  Horace  at  his  best? 
What  was  Livy's  great  purpose  in  his  wo  As? 
What  peculjar  circumstance  directed  Vireil  toward  >  u*.^^.  ^ 
mo«.  t«„,btion  of  tihe  ^eid  has  h^^lZU^^''  ^^' 
For  what  reason  has  the  history  of  Dante's  life  become  !«if  «.^u-    «> 
Has  Duma.  .  rightful  claim  toThe  ,.aoo  yolZj^'^^^^l 


What  is  the  characteristic  of  Jules  Verne's  writings  which  makes  them  ap- 
peal to  readers  of  all  ages? 

For  what  is  Emile  Zola  noted  ? 

What  positions  did  Bjomson  and  Ibsen  hold  together  during  their  liv*s? 

What  IS  literature?    How  old  is  it? 

What  is  the  first  account  we  have  of  a  book  ?    On  what  was  it  written  ? 

How  old  is  Sanskrit  Literature?    Chinese? 
^^What  is  Poetry?    Prose?    What  is  a  Lyric?    An  Epic?    A  Sonnet?    An 

Name  the  divisions  into  which  prose  is  sub-divided. 
What  is  the  difference  between  an  essay  and  an  oration? 

.    -.When  did  Chaucer  live?    What  is  he  popularly  called  because  of  his  relation 
to  Enghsh  Poetry  ? 

When   where,  and  by  whom  was  printing  invented?    When  was  the  first 
book  printed? 

Where  and  when  was  Shakespeare  bom?    When  did  he  die?    Where  is  ne 
Duned  r 

How  does  Shakespeare  rank  as  a  dramatist? 

Name  five  of  his  most  noted  productions. 

Name  five  contemporary  writers  of  Shakespeare 

Who  wrote  "Paradise  Lost"? 

For  what  was  Spenser  noted? 

When  did  Burns  live?    Name  some  of  his  noted  poems. 

Is  Walter  Scott  .-nore  famous  for  his  poems  than  for  his  novels?    What 

Se  three"  *°  ^*^'  "'^  ^^^^  *°''  ^^°^'     ^*"*  "^  *""  "^°^^  *""°"'  "°''^^- 
When  did  Tennyson  live?    What  is  the  character  of  his  poems? 
What  famous  American  orator  lived  during  the  Revolutionary  War? 
For  what  was  Franklin  chiefly  noted  in  the  field  of  literature? 

"AmSiS"?'^™*^  ^^'    ^'^"^'^**    Banner"?     "Home.    Sweet    Home"? 

Who  is  the  best  known  American  poet?    Novelist?    Essayist?    Historian' 
For  what  is  James  Whitcomb  Rihy  best  known  ?  ""stonan . 

w1II!^?/lf  P/T  "Tf?/"  *"'*  *^*^  ^^  °*  *^*=  United  States  living  today, 
answ^.  ^       literature  so  important?    Give  three  reasons  for  your 

Why  was  Whittier  called  the  Quaker  poet? 
HawSi°on^'?C^^rf  °"  "  °"''"  ^'"'•'"  "°''""  ^''  remembered?  Lowell? 

What  is  known  as  the  Golden  Age  of  French  literature? 

What  was  the  Spectator,  and  when  did  it  appear? 

Why  is  King  Alfred  known  as  the  Father  of  English  Prose? 
deal?         '"*'"*'         Minnesingers?    With  what  subjects  did  their  compositions 

espec^Jy^lSp'uSr"''    """""^  "''''  '^'  *"'  •"  "'^''*  '^^""^^y  *«^«  ™-«l"- 
To  the  influence  of  what  nation  is  to  be  traced  much  o!  th.  correctness  and 
elegance  of  the  literature  produced  during  the  age  of  Queen  Anne? 

m  anden!  Jie^fry?  *'"*"  "'^''^  '^'  "^  ^^'^    ^°^  ^'^^  *»  «?'<=  ^^^ 

^^^hat  is  the  greatest  of  the  German  national  epics?    TeU  the  story  of  this 


— 37»— 


QtiM  of  Lftcratim 

^  ^^tgJi'^^A^^t^Z.tin!!^"'  ^7™  •??  """y  «"»*"*  ""thors  and  liter. 
t£y  wKfrnsciousIy  adZ  ?h^  «';J''"''''''  *'*]"'  *^*  ^^'W'"  "«*  thought. 
These  splcndiT  e  S  on  characrr  .!..  5'r  °''^*"*'  '^"^  **  *^"*'«=^  ^y  ^"^' 
and  kindred  subjeSs    supplemented  wlw^^^  *"»»»>•  «"«1""' 

Jf  hu»  on*,  nf  ft,—  ^11  1-iBRARY,  should  provc  of  inestimab  c  va  ue 

life  of  its  author  tSeltSS  would?,'"'"'!*"'*'.  ^"^  *"*'  »  ^^^^^  made  of  he 
of  some  of  the  choicest  savSes  of  th/ILt  "^"^^'^^f '  >»  »»>«.  ctose  of  the  year. 

pHshment  the  acqStaUnS^foSied  ^ihfh!'J^tt  '™T  '^''  ^l^^'^'^^  ^«°'"- 
source  of  pleasure.  *  greatest  writers  would  prove  a  daily 

ten  m'nmS'Lrda;  JoTonll  te"veV''j''^^  "  by  systeniatic  study,  and  if 
formation  acquired  winomve  ?h,^nn  ^  ^''^*^"  to  this  work  the  fund  of  in- 
aaiDlv  rer-v  fS.  c.^oiY  •  ^^  *  "^fP^  surprise  and  this  s  ngle  acquirement 
S.     ''^-  "'*"  '"^"t"""^"*  "«de  in  The  New  Practical  RefeS*«S- 

nl!?.r*  *"  °"  *'  *'"  ■*"«*  "•'"nee  you  grew, 
Bnt  ihow  me  your  itock  by  what  yon  can  do. 

— SpHrgeon. 

Breathe»  there  «  man  with  aonl  m  dead, 
Who  never  to  hunaelf  hath  said, 

'  m^^  "  "^  '"^"'  "'''  ""'"8  landf  " 

Wh«N(  hMrt  hath  ne'er  within  him  burned. 
AS  borne  hii  footsteps  he  hath  turned 
Jrom  wandering  on  a  foreign  strand  t 

—Sir  Walter  Scott. 

Do  not  look  for  the  flaws  as  yon  go  through  life. 
And  even  wheayou  find  them,  ' 

It  8  wise  and  kind  to  be  somewhat  bUnd. 


And  look  for  the  virtue  behind  them. 


—WHeog. 


—Sir  Itatthew  EtUe. 

m  ^'^^:^^11rjr^  '-^  '"'''  «"»"  •"•"'«»  *»  •-  *  ^''t^    Thy  .econd  duty 

— CorJylfc 

I  would  not  enter  on  my  list  of  ftiends 
(Though  graced  with  poUshed  manners  and  fine 
Trt  wanting  sensibility)  the  man 
Who  needlessly  sets  foot  upon  a  worm. 


If  a  task  is  once  begun, 
Never  leave  it  till  it 's  done: 

Be  the  labor  great  or  small, 
Do  it  weU,  or  not  at  alL 


—Cowper, 


—Pkatbt  Cory, 


H^^y  hearta  and  happy  faces, 
jWPy  PJ*/  in  gnwy  places— 
™t  rvta  how,  in  ancient  ages, 
CbldreB  grew  to  Y-.^jt  and  sagw. 

—Bohert  LoMit  Sttvmaon. 

^viag  and  ftiding  no  pearis  in  the  sea, 
Blame  not  the  oeean:  the  fault  is  in  thee. 
—379— 


—Alice  C«nf. 


^141 


i»i 


wltmi 


■ 


Awake,  he  lored  their  voieea. 

And  wove  them  into  bia  Ajmt; 
Aad  the  miaie  of  their  laughter 

Wat  -rith  him  all  the  time. 

Thongh  be  knew  the  tonne*  of  natioat^ 

And  their  meaniaga  all  were  dear, 
The  prattle  and  lisp  of  a  Uttle  child 

Waa  the  aweeteat  for  him  to  hear. 

— "Abont  LongfeOow,"  by  JtOey. 

W*  aow  a  thonght  and  reap  an  act;  we  aow  an  act  aad  reap  a  habit-  we  low  m.  hahit 
and  rMp  a  character;  we  eow  a  character  aad  reap  deetipy.  ^  '    llZBhrnt 

People  Mldom  improve  when  they  h»rt  no  other  model  but  themaeWea  to  copy  after. 

— ^otcbmttJk. 

The  oaly  reaw>a  we  don't  see  good  thiaga  ereiywhere  ia  becaiue  we  haven't  good  erei 

—"A  Fool  of  Nature,"  JuMan  BaSthomi. 

Ah,  faithfql  to  Little  Boy  Bice  they  ataad, 

Each  ia  the  aame  old  place, 
Awaiting  the  touch  of  a  little  hand. 

The  amile  of  a  little  face. 
And  they  wonder,  aa  waiting  these  loag  yeara  throart. 

Ia  the  dust  of  that  little  chair. 
What  has  become  of  our  Little  Boy  Blue 

Since  be  kissed  them  and  put  them  there. 

—"Little  Boy  Blue,"  Sugene  tUU. 

Then  here's  to  our  boyhood,  its  gold  and  ita  grnl 
The  stars  of  iU  winter,  the  dews  of  iU  May  I 
And  when  we  have  done  with  our  Ufa  laating  toys 
Dear  Father,  take  care  of  Thy  ehildrea— The  Boya. 

-' '  The  Boys, ' '  Oliver  Weniett  BolmM. 

Do  yon  count  your  birthJaya  by  tM  year. 

And  thank  the  gods  with  gladness  and  good  eheer, 

O'erlook  the  fa£ungs  of  your  friends,  and  grow 

Oeatler  and  better  aa  your  saads  nia  lowt 

— A  Prayer  for  Health  aad  Coateat 
Translatioa  from  "Horace"  by  CoiUngion. 

n.  *„^*^»i.T^2l**°rf'^  °*?'u'i*''  '^*y  '"  ■!''  "^^  *™«»»  *«  ^  ^^*>  -  Qod  gives 
5!,^s!r  I  ^*'k''*  ^*°*^v*'?  !!?*  '?."•  '^*»  ^^  »P  «>•  »««'>"^  '«>»d;  to  call 
for  him  who  shall  have  borae  the  battle  aad  for  Ua  widow  aad  hia  orphaaa;  to  do  ^  which 
Bjfcy  aehiere  aad  eberiah  a  just  aad  lasting  peace  amoag  onrselrea  aad  with  aU  nationa. 

—Speech  at  Gettysburg,  Abraham  IMeoln. 

He  who,  from  loae  to  aoae. 

Guides  through  the  bouadlees  Ay  thy  certain  flight, 
la  the  long  way  that  I  must  tread  alone, 

Will  lead  my  steps  aright. 

'Ode  to  a  Waterfowl,"  Wm.  CuOeK  Bryant. 


Errors,  like  straws,  upon  the  surface  flow; 

He  who  would  search  for  pearls  must  dive  below. 

Ia  battle  or  business,  whatever  the  game, 
la  war  or  ia  love,  it's  ever  the 
la  the  St 
Let  this 


t-Vok*  Dryden. 


r  or  in  love,  it's  ever  tee  same; 

I  stmorle  for  power,  or  seramlde  for  pdf , 

is  be  your  motto,  "B«ly  oa  yourself.'' 


Our  gree'Mt  gjory  consists  not  in  aever  falUag,  but  ia  rising  every  time  we  faU. 

— Mmenon. 


My  son.  obeerre  the  postage  stssip! 
one  thiag  until  it  gets  there. 


Tts  Bsefaiseag  dreads  upon  its  oiniity  to  stick  is 

—joth  Bmmai. 

— 380— 


Ofc  kw  of  ticht,  Of  tte.  I  Bort  eoaipkuT 
Bttad  unoBg  anemiM,  O  worw  Uwn  ehkiai, 
OttBtMn,  or  beggMy,  or  deerepit  age  I 
U^it.  the  prime  work  of  Ood,  to  m's  wtiiMt. 
A«d  all  ber  varioui  object*  of  delight 

Werior  to  the  vileet  now  beeome 

Of  man  or  worm  the  rUeat  here  excel  me. 

Wk^!^  '""''•  «?»*««'Pt.  •»>"«•  •n<i  wrSng" 
WJthln  doon  or  without,  itill  ai  a  fool 

£  ESTT.!','^'""'  "•"'  '■  "oy  own 

««««e  half  I  aeem  to  Uve,  dead  more  than  half.  — Jf Otoa. 

B«rar,  of  how  you  uy  more  than  you  mean;  better  mean  more  than  you  .ay. 

— ^lodiitoae. 

fre^lS'lTr^f^iT^d^^re^^adL'^T*  l"'  «>•«>«»«*  I  k«ew  riie  w-  flghting  for 
^  U  a'ny  time'orlS'iy^  l\  '^^fil'"^'\-.  1^  iH^^^-  {f^}  {^.'S^  'o  irve 

— Irfl/ayette. 

I  illdo  by  haiel  cotcn;  ^ 

I  more  the  aweet  forge  t-me-nota 
That  grow  for  happy  lovera. 

I  chatter,  chatter  as  I  flow 

To  join  the  brimming  river; 
For  man  may  come  and  man  may  go. 
But  I  go  on  forever.  -'^ The  Brook."  T«„»««. 

It  i.  i^arly  an  axiom,  that  people  will  not  be  better  than  the  book,  they  read. 

— BuAop  Potter. 
W.  grow  like  what  w.  think  of,  «,  let  u.  think  of  the  good,  the  true,  and  the  beautiful 

—Fhmp$  Brookt. 


Ponder  well,  and  know  the  right, 
^ward,  then,  with  all  thy  nSiditl 
Harte  notr  years  can  ne'er  atone 
For  one  reeklen  action  done. 


—Oo0tMe. 


moat  eiX'oraS  ^zrr^zT.T^^^:^^^^'}.^  '^'^.:^litx^  "- 

wo„ld1i,l^v!;Si=an''^,rrbac'k^rM.'lta!?**"'^«''  '•«*  -»  -.ould  go  blJ^d.  H. 
,  — '*etor  Hugo. 

Boy.  fljiag  kite,  haul  in  their  white  winged  birds- 

«.Jj^S  !!;*?•"'*■  «<X"J  »<l^ee.  "e  know: 

•^"^  "^^  """^V"  "  *•»  timee'donblTJ^ 
Tbongfats  unezpreswd  may  wmetimee  fall  baek  St^n. 
Bnt^Sod  himaelf  can't  kill  them^enXy^  i?d  ' 

—Witt  Carleto*. 

-".^"M^'J^^S::?  inle^d'r'Wa'r.'^w^e  ti^-fr?  '^»'**  "'  «-"»«»« 
|nen  wishf  What  would  they  Wet  I.  life  JaUZZ^  "'**  .^^*  *■  "  *»«*  K«»^ 
the  price  of  chain,  and  da^rrf  Forbid  it  Ab^tv  <^f^  ^'w"^*  "  ^°  ^  Pnwhied  at 
«»ytake;b«ta.for«e,giv.'LE;'oi'iive':S'LSr''  ^^^^l^'^^"^ 
9^  WiHy,  let  you  and  me  be  wipers 

aLT^^^  I**""  ■"  ""n— "»«P«!i«lly  Hper.; 

l*d  whathar  th^  ^pa  n.  f reTf rom  ralT"    from  mJn. 

H  w'v  ,.,.i„d  th«n  a^t,  let  us  ^'JurlfoiST' 

—   The  Pled  Piper  of  HameUn,"  Sohert  Browning. 
— 3S1 — 


!  : 


Wktek  !■  the  wind  that  brinn  tb*  hMtt 

TU  South  wind,  Katy;  Md  eoni  wiU  frow 
Aad  pMthw  nddm  for  yoa  to  Mt, 

WkM  tbo  Soatii  lM|ta«  to  bkm. 

— "Wkst  tiM  Wlad  Brisgi,"  n«Mi4  ClmiM*  BMhum. 

Ho  pnmth  boot  wbo  lovetb  b«rt 

All  tUafi  both  gTMt  and  mall; 
For  tbo  doar  Ood  who  loveth  na, 

Ho  aiado  and  kiroth  aU.  — AmmmI  Taytor  CoUtHgtk 

Full  maajr  a  gom  of  pnroot  nj  aoroao 

The  dark  nafathomed  eare*  of  oeeaa  boar; 
Vnll  oany  a  flower  U  bom  to  blnsh  bmhiu, 

Aad  WMte  its  iweetneai  on  tbo  doaart  air. 

— "Blegy  in  a  Coontrjr  Cborehyard,"  Tkoma$  Oray. 

Nothing  naoleaa  ia  and  low, 

Eaeb  thing  in  ito  plaea  la  boat; 
And  what  noma  bat  ldl«  show 

Straagthona  and  mpporta  tbo  reat.  —Longfellow, 

Sloth,  Ilka  nat,  eonanmoa  faater  than  labor  wean;  wbilo  tho  mod  kej  la  alwari  bri^t. 

t-Benjamin  rrmiilin, 
A  mere  life  of  eaie  ii  not  in  tho  end  a  latiafaetory  life,  and,  above  all,  it  la  a  Ufa  whiek 
ultimately  nnflu  thoae  who  follow  it  for  aerioui  work  in  the  world.  —Boo$*v*U. 

Honor  aad  ihame,  from  no  condition  riae; 
Act  wall  your  part,  there  all  the  honor  liea. 

Not  what  we  give,  bat  what  we  ihare, 
For  the  gift  without  the  giver  ii  bare; 
Who  sivei  himielf  with  hii  alma  feeda  three— 
Himaelf,  hia  hungering  neighbor  and  me. 

Be  good,  dear  child,  and  let  wbo  will  be  clever, 

Do  noble  thingi,  not  dream  them  all  day  long; 
And  10  make  Mfe,  death,  and  that  vaat  forever 


— loweB. 


One  grand  iweet  wag. 

Strike— for  your  altara  and  your  Area; 
Strike— tiU  the  laat  armed  foe  e^irea; 
Strike — for  the  green  gravea  of  your  airea, 
Ood — aad  your  native  land! 

There  la  a  tide  in  the  affaire  of  men. 
Which,  taken  at  the  flood,  Isada  on  to  fortune; 
Omitted,  all  the  voyage  of  their  life 
la  bound  in  ihallowa,  aad  in  miaeriea. 


—€ha$.  King$Uf. 


— FiU  Greene  BaOeek, 


— Shaketpeare. 


He  imote  the  roek  of  the  national  reaoureei,  and  abundant  atreama  of  revenoe  gushed 
forth.    He  touched  the  dead  corpse  of  Pcblie  Credit,  and  it  sprang  upon  its  feet. 

—Speech  on  Hamilton,  Ibreh  10,  1831.— Webeter. 


But  words  are  things,  and  a  small  drop  of  ink. 
Falling,  like  dew,  upon  a  thoagbt,  produeea 
That  which  makes  thousands,  perhaps  millions,  tUak. 

Unanchor'd  ships,  they  blow  and  blow, 
Sail  to  and  fro,  and  then  go  down, 

In  unknown  aeas  that  none  wall  know, 
Without  one  ripple  of  renown. 

Poor,  driftiEg  dreamers  sailing  by. 

They  seem  to  only  live  to  die. 

I  care  not  that  sharp  thorns  grow  thick  below 

And  wound  my  hands  and  sear  my  anzions  feet: 
I  only  care  to  know  God's  roses  grow. 
And  I  may  inh&rwberc  fi&d  their  odor  awaei. 

—"Care  aad  CarelanaaM,"  JVont  W. 
—382— 


"BjffXfn, 


—J«avdn  MHUr. 


^  ■•"7  iUtmMf  ttet  to  omimm  tar  a  papil'i  «ni  cffortt  taada  to  dwalop  ia 

S?*^^  *•■**'  •**"  *■«»«*•     ^W.  "  My,  JOW  eM  b»  MMM«d  Witt  th«   „ 

)0)r  of  vMoty.  — "TUakiag  Md  Loaralag  to  niak,"  Mm»f»r. 


ktia 


Bo  ImAm  b«l  wk«  MftbiM  Us  papUa  to  diapoaa*  witt  kla  aid  aa  k«  mannn  b«at  who 
Ua  nia  VMMaMMiy.  ~«tl£p  ApolMv. 

RcMKng 

A«  R&u>iNO  coiuthutes  thr  basis  of  the  greater  part  o«  our  knowledge,  an 
important  factor  in  the  fomutioti  oi  character,  the  source  of  much  of  our  en- 
^''i^kL*"*'  happiness,  the  mcAiis  of  promoting  individual  and  national  growth, 
It  has  been  our  aim  in  the  light  of  its  importance  to  give  it  a  thorough  and  inter- 
eMuw^  treatment  in  The  New  Practical  Reference  Library. 

Every  intelligent  parent  knows  the  importance  and  difficulty,  in  these  days 
of  many  books  and  sensational  newspapers,  of  making  a  wise  selection  for  his 
children's  reading.  It  is  almost  an  axiom  that  the  boy  who  is  provided  witfa 
good  books  will  not  select  the  worst  for  himself. 

It  is  our  belief  that  parents  will  welcome  the  splendid  list  of  books  found 
under  the  sub-topics  in  the  article  on  "Reading."  These  lists  have  been  most 
urefully  selected,  prepared  and  classified  to  fit  the  various  grades  and  ages. 
Such  books  are  bound  to  exert  an  influence  of  lasting  good  and,  what  is  of 
far  greater  value,  form  a  love  for  good  reading.  The  topical  list  for  adults  is  also 
very  complete,  taking  up  in  turn  works  of  standard  authors  of  fiction,  poetry, 
«says,  dramas,  etc.,  together  with  English  and  American  authors  in  general. 
The  reader  is  also  referred  to  the  general  subject  of  Literature,  the  treatment 
of  which  IS  ctesely  allied  to  that  of  Reading.  It  will  thus  be  clear  that  by  look- 
ing up  correlated  subjects  and  acquainting  oneself  with  the  various  authors 
mentioned  one  is  led  into  a  very  broad  and  practical  field  of  valuable  and  enter- 
tamii^  study. 

OUTLINE. 

I.    General  Purposes. 
I.  Thought-getting. 
3.  Thought-giving. 

3.  A  love  for  good  literature. 

4.  Training  powers  of  mind. 

a.  Memory. 

b.  Will-choice  or  selection. 

c.  Imagination. 

d.  Thougiit. 

e.  Culture  in  general,  polish  and  fluency  in  talking,  etc. 

5.  Acquiring  practical  knowledge. 

6.  Mental,  moral,  spiritual  and  physical  growth. 

7.  Influencing  otfiers. 
II.    Early  Youth. 

I.  Primary. 

a.  Acquiring  thought— learning  to  read. 

Study. 
Recitation. 

b.  Mbterial. 

Course  of  study  ia  public  schools  or  other  institutions. 
Supplementary  randing  suited  to  age.     (See  List ) 
—383— 


m 


¥'-, 


■   1 


lU. 


IV. 


c.  Ob/cctt. 

0>mct  prommciatiaa. 
Nahinl  tonn. 

Comet  exprcMkm. 
Knowledfe  of  words. 
Exdte  ititerett  for  further  work. 
Yovn. 

I.  Intermediate  and  Gnumnar  Gtadea. 

a.  PurpoM*. 

Fhiency  in  oral  cxprewioa. 
Mastery  of  thought. 
Love  of  good  literature. 
Cultivation  of  choice. 

b.  Methods  of  teaching. 

Susuin  interest. 
Intellectual  element. 
Discussions  and  explanations. 

Historical  and  get^^raphical  settinar. 

Understanding  of  all  allusions. 

Comprehension  of  subject  matter. 

A|q)ealinr  *o  imagination. 
Reference  \»   1 1  taken  up  to  great  extent. 
^^  Jjupplemtiit.'  riding  on  aU  subjects.     (See  List) 

I.  Attitude  of  mind. 

a.  Interest 

b.  Enjoyment. 

a.  Cultivatim  of  taste  continued 
a.  Means. 

Best  authors. 
Beauty  of  expression. 
Worthy  concepts  of  life. 
Noble  sentiments. 
Instruction. 
Indulgence,  individual  tastes. 
Dangers  of. 


V. 


Advant4tges  of. 
Enjoyments  of. 
Importance  of. 
Results  of  correct  reading, 
a.  Usefulness  in  world. 
Home. 
Business. 
SodaL 


Books  for  Yoowg  Folks. 
I.  See  lists  given, 
a.  Primary. 


To  oneself. 
Development. 
Moral. 
IntellectuaL 
Spiritual. 


spi 
PhysicaL 


Hiawatha  Primer.— Holbiook!      — 
OasMc  Stories  for  Little  Ones.-.    Mnrry. 
When  Life  Is  Young.-Dodge,  etc,  etc 
Fables  and  Tales.— W.  F.  Rocheleau. 
— M4— 


b.  Intermediate  rnidei. 

A  Dor  of  Ftkndert.— Ranw*. 
Hiawatha.— Longfelto  w.  etc..  etc. 
Merry  Adventures  of     Robin  Hood.— Pyle. 
c  Granunar  gradca.  ' 

^C^  ?ww°"f°*'"f.  T^^"-    ^'**"J'  *Vhittier.  Holmet. 
d.  High^l       **•  ^'''"'  ^hakeipeare.  fwain,  Church.         ' 

^XV!L*n   »*'«f  .*»«<' own  reading  from  .Undard  liter- 
!!^!!  o '"  •^o""*"'*  »nd  »athor».    (See  list  in  Ntw  Pbac- 
VI.    Boom  «,«  AoulS^  ^'*"'"'"  '-'""^"^  «"<«*'  «>di„g  litJratire.)     " 

*'  ^°i.*]FS!i!^  ""*'  ■**  '"'*-*°P'"  "»<'"  Riding  of 

b.  Narrative  poems. 

c.  Essays. 

d.  Dramas. 

e.  American  and  English  Uteraturc 
a.  See  also  Litbratu«k, 

QUESTIONS. 

T!JSSnit"Sro^Lib'n.';L''in'  x'^rS' w'?""  ""'  T"  »»« -"^? 

its  g"SS.r  '  '""•'^  '"  -^"^  »-"?    ^-'  ~"nty?    What  factor  are  you  in 

brarir.  ..  United  State"  ""^  °'  Congress?    Name  some  noted  li- 

wi.'i»'V*Ji'*'^'?*^  courses  of  reading  often  failures? 

wncn  and  how  is  time  wisted  in  radine> 
What  influence  has  the  reading  of  poetiy  upon  the  life? 


BHMMtfOM  Oil  RMdMlf 

The  buit  for  all  iiutrtictkMi  in  kHoo!  work  is  rcadinf ,  rincc  to  underttand 
any  subject  it  h  necessary  for  tl»  pupil  to  be  able  to  read  intelligently.  The 
suggestions  which  we  offer  here  will  not  be  an  exposition  of  the  various  mcthodi 
now  in  use;  we  feel  quite  sure  that  every  progressive  teacher  is  more  or  leu 
familiar  with  the  different  methods.  The  one  thing  in  particular  that  we  have 
in  view  is  the  creating  of  interest  in  this  recitation.  We  have  emphasized  through- 
out the  Educator  the  necessity  of  variety  in  the  securing  of  interest,  and  for 
the  assistance  of  the  beginning  teacher  and  the  one  not  gifted  with  originality  we 
supply  a  list  of  one  hundred  suggestions  and  devices  which,  if  intelligently  used, 
will  insure  an  interest  which  cannot  be  secured  where  no  new  methods  are 
introduced. 

That  the  reading  exercise  may  not  conduce  to  bad  habits  it  is  essential 
that  careful  attention  be  given  to  the  selection  of  the  reading  matter  and  that 
it  be  adapted  to  the  student's  needs.    We  believe  the  thoughtful  teacher  will 

Sve  every  attention  to  this  important  matter,  and  by  spicing  this  exercise  with 
e  suggestive  material  here  presented,  every  lesson  will  prove  an  inspiration 
and  result  in  especially  fitting  the  pupil  for  the  understanding  of  other  subjects, 
since  reading  must  enter  largely  into  this  knowledge. 

Be  sure  that  pupils  are  thoroughly  familiar  with  all  the  words  in  tl.e  lesson, 
their  pronunciatton  and  meaning,  before  expecting  them  to  read  a  selection 
correctly. 

The  teacher  should  study  the  sense  of  the  piece  and  tee  that  th«:  pupil  under- 
stands it  also. 

Reniember  that  reading,  not  ek>cution,  is  the  subject  to  be  taught. 

Beginners  should  not  have  too  many  new  words  presented  to  them  at  once. 

There  is  a  possibility  of  laying  too  much  stress  upon  exactness  in  some 
vowel  sounds. 

It  is  advisable  that  pupils  should  stand  while  reading,  that  the  teacher  mav 
see  the  entire  person  and  be  able  to  criticize  the  position. 

Monotony  of  expression  can  be  remedied  by  having  the  pupil  read  witli 
the  teacher  and  bv  persistent  drill. 

Reading  by  the  individual  is  always  more  important  than  reading  by  the 
whole  class. 

Cultivate  a  feeling  of  ease  and  freedom  from  embarrassment  oa  the  part 
of  the  pupil;  it  will  help  him  greatly. 

Care  should  be  taken  not  to  train  the  pupil  merely  to  imitate  the  teacher 
in  reading  after  her. 

Pupils  must  be  trained  to  take  in  the  sense  of  a  line  at  a  glance.  This  is 
absolutely  necessary  to  insure  intelligent  reading. 

Allowance  must  be  made  for  natural  weakness  or  other  defects  in  the  voice. 

Let  the  teacher  give  several  sounds  common  to  a  number  of  words  and  then 
ask  the  pupils  to  give  the  words  containing  them. 

Pay  careful  attention  to  the  position  of  the  pupil  while  reading;  he  should 
stand  straight,  well  balanced  on  his  feet,  and  holding  the  book  easily  at  a  proper 
distatKe  from  his  eyes. 

Practice  should  be  had  in  giving  the  elementary  sotmds  when  the  word  is 
spoken,  and  vice  versa. 

Let  the  pvpil  form  words  by  oombinmg  vowels  with  consonants  given  him 
by  the  teacher,  and  vice  versa. 

Let  the  pupils  reproduce  in  correct  spelling  words  written  phonetically  on 
the  beard  by  the  teacher:  or  let  them  spell  the  word  phonetically  from  ?rc'ng 
it  writtdi  in  the  ordinary  way. 


^J^pS^cMToiT  SSiS  *°'^*  '"*"  •""*  •^^  «"»"»  °'  o»«  word  indi, 
.iw.y?l.T'riXrit '''°*"''  •''*"  «'"""««••  »»  -ticixc  one  .«.her.  but 

tr.ti<rcTn;«t'Th"™^^^^^  comn^cn,   explanation  and  illu.. 

pupil.  '  °'  ""  ^^'^'"S  '<^''*"n  W'th  the  every-day  life  of  th« 

Exercises  in  spelling  will  often  enliven  the  reading  lesson 
and  fer  th"eir '"^  '"'°"  ''^^''  ^  "^P'"' "»  -•^e  PupiU  ol-erv. 

?r°a;l '!"" 'T  7^'"«^  •"*""  '"-y  "^  '"""^  i"  W'torical  stone, 
V..ahJr.n?lo^.Ts'':iSS  '"  P~ing  ele^enC'sounds. 

best  b^im^ta^'lnXTa"cheJ^  H^'^^''^  '''  P^At  much  bv  rules;  they  can  learn 

^  Eicourage  fhe  puj  i/irall  S^isT^S'S  int"^°"'  ^^'~"jC^  P^^^^ 
and  be  ever  ready  to  assist  them  ^      pronounang  difficult  words 

does^ot  Svl'thJS"'  °'  '''  '""''"•  ^"  '"''-^  ~  t'-inin?  that  the  teacher 
faul.s^«1^Khe"sYn,?ditS^'  '"""  ""'^"^  '=''"'''"'  *•'"  ""i'*'  voices  or 
pupil'^ilTLfmi^S.elir "''  ^'"^  '''°"«''*  °'  -'^h  P*"8"Ph  »o  plainly  that  every 
it  4f ^'titep^Sy^^^^^^^^  -  »"«  >«-  or  suggested  by 

cach^uXd  i^'rcfal'elf  t?sl°'  -^L'"^'-  Assign  a  part  to 
At  times,  especially  KrSritwsa^w?''  ''"^r'*  «P'«"on  possible. 

without  inter^ption  It  W.5  S\o  cl.  k'  ^"P''  *°  '?1  scverarparagraphs 
The  pupils'^should  U  iUSfnJJ  ^.^  ♦K^''"  ^T  »"dJreedom  in  r«diSg. 

opening  o?  Se  reciuL  ^rdS  itTpSjrSr  °*  **  '*°^'  »**  *'  *^* 

on  thJ  a^Td'L^'thTttS'rllnTtr"  i'..^^''  V  "'*-  ^''^  -"«« 

Effort  should  Tlwavs  b2  ma/^ti^       ^  ?''  •*'"  ^P^i^  due  them, 
the  children  tarth;lrbS,i?hS;?and  r«7thS:  '"*'"^*  ^'^  '"''"^  '"  "^^^ 

the  thJu?ht5fXy?i?aoh  iSl^^t**"  '■'^-^  ">  »«~«  information,  getting 
than  correct  proTundS^  ^  considered  as  of  even  more  imiJrtanJ 

The  tst\S?ri;eYuS'Kd  t^l^rT^  ?*  P."P»/«  "^"^  -y- 
difficult  sowjlb.^^^         ^^'  **"*  P"P''''  systematically  in  pronouncing  S 

— M7— 


t  •'f  * 


:  i       ::  ■ 


!' 


\ 


Great  benefit  will  be  derived  and  a  special  effort  will  be  secured  by  having 
certain  pupils  take  a  conspicuous  place  before  the  class  and  read  a  selection,  being 
then  cntidaed  by  all 

Careless  enunciation  should  never  be  tolerated. 

Have  the  teacher  give  the  meaning  of  certain  words  occurring  in  the  lesson, 
and  with  this  information  let  the  pupils  locate  the  word. 

Renewed  interest  can  be  secured  by  taking  a  good  story  from  a  magazine, 
cutting  it  up  and  passing  the  pieces  around  to  be  read  by  the  pupils  in  dass. 

Have  the  pupils  suggest  synonyms  for  suitable  words  occurring  in  the 
lessons. 

Patience  must  be  exercised  with  the  slow  and  dull. 

It  may  be  discouraging  to  a  pupil  to  interrupt  him  while  reading  in  order 
to  correct  him.    Good  judgment  must  be  used  in  this. 

Let  each  pupil  present  a  list  of  words  which  he  found  difficult  to  pronounce; 
then  have  the  brighter  pupils  try  them,  before  the  teacher. 

Let  the  pupils  give  words  of  opposite  meaning  to  difficult  words  occurring 
in  the  day's  lesson. 

The  pupils  may  be  asked  to  change  statements  to  questions  and  affirmations 
to  nwations,  etc.    They  may  also  be  asked  to  change  stanzas  of  poetry  to  prose. 

Older,  pupils  may  be  required  to  write  a  whole  paragraph  in  odier  words 
than  those  used  in  the  book,  but  giving  the  same  sense. 

Draw  the  pupils'  attention  to  the  different  literary  qualities  by  having  them 
select  paragraphs  especially  illustrative  of  those  qualities. 

Show  the  importance  of  punctuation  by  special  sentences,  such  as  the  fol- 
lowing: "What,  do  you  think  I  can  walk  to  school  in  the  rain?"  "What  do 
you  tmnk?    I  can  walk  to  school  in  the  rain." 

Constant  drill  should  be  given  to  remedy  reading  too  fast  or  too  slowly. 

Do  not  neglect  any  opportunity  of  enlivening  the  lesson  and  broadening 
the  pupils'  information  by  having  them  k>ok  up  all  references  to  history,  science, 
etc. 

Where  occasion  offers,  show  how  a  different  meaning  may  be  given  to  the 
same  words  by  altering  the  emphasis. 

The  pupil  should  not  be  expected  to  profit  by  the  exercise  of  reading  a 
whole  paragraph  aloud  after  the  teacher;  take  a  sentence  only,  or  a  clause. 

End(»vor  to  have  the  pupil  feel  confidence  in  himself;  it  will  make  his 
reading  «isier  for  him. 

Flipils  can  be  taught  to  read  more  slowly  by  having  them  make  a  pause 
after  each  word,  or  by  having  each  pupil  read  a  word  in  turn. 

Give  your  pupils  occasronal  drill  in  such  fundamental  thii^  as  the  sounds 
of  the  letters,  pitch,  stress,  etc. 

Require  correct  spelling  of  all  or  a  part  of  the  words  in  the  lesson  each  day. 

Phut  your  work  carefully  at  least  oie  day  ahead. 

Increased  interest  can  alwasrs  be  secured  by  introducing  some  supplementary 

Make  as  much  study  as  circumstances  win  permit  of  the  lives  of  the  authors 
rtad  in  the  supplementary  work. 

Have  oat  pupil  read  until  a  mistake  is  noticed  by  one  of  the  others ;  then 
let  the  latter  contmue  the  reading. 

At  times  have  the  older  mwb  in  succession  take  durge  of  the  class  and 


conduct  the  redtatwn,  the  teacher  always  raiding  the  work. 

Have  a  slow  reader  and  a  rapid  one  reM  together  and  insist  on  their  kc^ 
it^  tc^ether. 


not  l?SSoJt  ofSoS^""  **"P"  too  kmg  on  the  s«ne  thing.    He  must 
read  ta??wlrjf*^"'  **""'*  *°  '*°^^  *°°  "P**>  «•"*•«  «  to  have  the  pupil 

»  f.^^'^rowi^''  "*  *^'  ^^'=""  *^"«'  ^^^  *^«  P"?"'"  "^dPoint  as  well 

h..J^^  the  pupil  just  how  the  incorrect  manner  of  reading  impresses  the 
hearer  by  reading  mcorrectly  aloud  yourself.  ^  impresses  the 

in«  wTni!!!  P"P'''  °<=«'.«'0'»"y.  where  it  seems  advisable,  to  sugeest  read- 
mgs  from  papers  or  magazmes.  and  vary  the  work  by  having  tiiese  !S?in  d«s 

mitte^S' m1SS.;Ta!'  ^""  ''""  °'  "*"**""'  '"^  P~«  ^^  P^**'^'  «-" 
and  SSflLi^ti;?S.il^^SS,^'j^  interest 

rathefihVjo^tiS^mTtS  lS"d„^  '''^^  *''  '^^  *°  ^''^  ~-''-'*'^. 

the  ^^t^Z'^S^'STV^Zrrintt'  ^^*'  *^  '-^^  P"«^'  ^ 
nn,.  ««^i,     LP^P''"  !?*^*  supplementary  selections  read  in  class  by  certain 

fif«-.Y*?  '*°"^^  '"^*  ."•  y°"'"  «=hool  '-brary  books  especially  chosen  for  their 
fitaess  for  use  m  supplementary  rea--  n; .  on'such  subjerts  as^sciJnc?  iSnufa^ 
tures   business,  transportation,  history,  literature,  bio^raph"  Sc 

o„^  Si.  K  Tu''  *?'*ly  *?"?''  y^*""  '■^'''^'^^  •■"  the  order  there  used  with  any 
one  class,  but  alternate  the  selectwns  of  the  reader  with  the  supplemental  woric 

t^JZl  ?  ^""V  ""^y  e°?*'"^  *°  ^'^^^'^P  *e  imagination  ofTechiK 
teach  them  to  picture  in  their  minds  what  they  read  cniiaren, 

form  S;d  Jfc?  v'irL'''''**°"'  "  "^"^  conversation  occurs  put  into  dramatic 

nrnfi^K?  the  reading  matter  to  meet  the  interest  of  the  children;  they  cannot 
profit  by  readmg  a  selection  in  which  they  are  not  interested.  ^ 

Uive  the  older  pupils  consUnt  training  in  using  the  dictionary. 

Much  uterest  can  be  mtroduced  into  the  reading  lesson  with  older  ounils 
by  havmg  occasional  exercises  in  the  derivation  of  words  and  tiieir  SdyS^ 

school  lfb«.^^'"-n  *°  "*""*  "^''^  y°"^  P"P'"'  to  read  the  teoS  in  y^ur 
schoollibrary  you  will  secure  greater  interest  in  the  class  work  also. 

««  .t!:  ♦    .  reading  the  simple  American  classics,  put  to  the  pupils  questions 

r!i^S*i:S!r?7t^S:  5c!'* '"'''' "'  ^'''"^^  °'  '^'  ^^^^ 

on  chJraclLr'^nH  nl?fi,«1f  iil  ""°^^  *!i  °'^"  P"P"'''  *'«*»"  °*  discussion 

scen,^*  iSr^tivtofTISrt!"*''''*  ^°"  ^"P"'  '"  ^'*"^  °*  *^^  ^'^^^'^ 
claM^^m^  *i!£-S"*  ^L^^J"'  P*"  i*^  *  '=^"»'^  P'ay  read  with  the  advanced 
&nrSSr  °'  *°  *^"'"**^''  °'  °^"""*  P^"  °'  'tory  that  52 

to  be^felp^'ftd^t^e^^cSS  *°  "*  '''^"'^  "^  *''  P"P"^  ^"  »*  ^-"'^ 
tant  ^^.r^S^^^o^SaS^ct*  iS"  '"'^  ^'^  ^^''^  *'^'^-  ^^  ^  ^  ^^ 


i: 


If 


.'  u 


Etm7  penoa  haa  two  edntetioii*— om  wUeh 
h»  neei-na  from  othcn,  Md  one,  more  impor- 
taat,  wUd  ho  gir«  Umidf .        -««bo«i. 


JMacbinee  and  6iidimmiid 


Under  the  general  subject  of  Engineejung  *« J«^«  «"«^»"f"ii^  *°  ^I^ 
diflEerent  departSients  and  outUned  the  work  of  each.  Under  CrviL  Engine«- 
iNG  we  include  all  kinds  of  construction  «Sther  than  militanr  and  naval.  Ihese 
SScTareSted  under  their  separate  heads,  as  Canals,  ^iuioads.  Hakbow. 

Waterworks,  Irrigation,  etc.  .      ,    ,  t^  ^  a    ^t  ^,, 

As  Transportation  is  teaUy  a  subhead  of  Engineering,  a  study  of  our 
OuUine  on  Transportation  will  be  beneficial,  as  will  also  the  article  itself  ra 
The  New  Practical  Reference  Ubrary.  together  with  its  subheads.  This 
u  one  of  the  most  important  questfons  of  the  day.  of  interest  both  to  the  mdi- 
vidual  and  nation  alike,  and  a  close  examination  of  the  different  lines  of  work 
as  described  in  the  Library  ought  to  give  a  very  comprehensive  view  of  the  situ- 
ation in  the  engineering  world  today. 

In  connection  with  our  outline  of  Engineering  we  append  the  names  of  im- 
oortant  machines  which  constitute  such  an  important  factor  in  the  problOTS  con- 
Sonting  Engineering  today.    These  are  treated  fully  under  their  own  heads. 

ENGINEERING. 
I.    Definition. 
II.    History  of. 
III.    General  Purpose. 

I.  Construction  of 

a.  Large  buildings. 

b.  Bnagat. 

c.  Canals  (see  ChitKne). 

d.  Harbors. 

e.  Railroad  (see  Outline). 

f.  Street  railways. 
Telegraidi  (see  Outline). 

.  Telephone, 
i.  Waterworks. 
Aqueduct. 
Irrigation  (see  Outline). 

T.  Civii  Engineering  (tee  "Constructiwi  of,"  above). 

a.  Electrical. 

b.  Mechanical. 
e.  Sanitary. 

3.  Military  Engineeriiqr- 

—390— 


E 


a.  Construction  of  roads,  fortiflcationt  and  other  defenses  for 
country. 
3.  Marine  Engineering. 

a.  Construction  of  ships  and  other  naval  a&irs. 


V.    Machines. 
Flying  Machine. 
Ccnnpass. 
Com  Harvester. 
Cotton  Gin. 
G?s  Engine. 
HydrauUc  Engine. 
Hydraulic  Ram. 
Knitting  Machme. 
Linoty^. 
Monotype. 


Locomotive. 
Magic  Lantern. 
Microscope. 
Phonograph. 
Printing  Press. 
Reaping  Machine. 
Sewing  Machine. 
Separator— Cream. 
Snow  Plow. 

QUESTIONS. 


Solar  Engine. 
Steam  Engine. 
Steam  Hammer. 
Steam  Shovel. 
Steam  Turbine. 
Threshing  Machine. 
Turbine  Wheel. 
Type. 

Typewriter. 
Voting  Machine. 


In  the  construction  of  railways  what  are  some  of  the  obstacles  to  overcome 
by  means  of  engineering? 

In  what  enteiprises  would  an  electrical  engineer  be  employed? 

Name  some  of  the  machinery  in  use  on  a  ferm  and  in  each  case  tell  of  the 
labor  saved. 

What  ruins  in  Egypt  attest  to  skill  in  engineering?  In  Rome?  In  Babylon? 

What  machines  l»ve  you  seen  in  your  town?  In  what  respect  are  they 
labor-saving  ? 

What  record  has  Santos  Dumont  made  in  aerial  navigation?  What  part 
did  his  airship  take  in  the  St.  Louis  expositron? 

Is  the  airship  at  present  of  any  practical  importance?  What  is  said  of  its 
future? 

What  is  a  compass?    Where  is  it  necessary  to  use  one?    Why? 

Compare  the  amount  of  work  accomplished  by  the  cotton  gin  in  one  day 
with  that  of  one  person  for  a  day. 

How  did  this  inventbn  affect  the  world? 

In  the  gas  engine  what  materials  are  used  to  generate  the  gas? 

In  what  cases  is  an  hydraulic  engine  preferred? 

When  is  it  practicable  to  use  an  hydraulic  ram? 

The  knitting  machine  is  used  in  what  factories? 

What  is  the  linotype?  It  does  the  woric  of  how  many  men  workinjr  by 
hand?  *    ' 

Why  and  in  what  work  is  the  monotype  preferred  to  the  linotype  ? 

To  what  i»rticular  use  is  the  magic  lantern  put? 

For  what  is  a  microscope  used?    Its  use  would  be  an  aid  in  what  studies? 

What  is  a  {Ponograph?  How  does  it  differ  from  a  graphophone?  Is  it 
ever  used  in  business? 

What  are  some  of  the  late  developments  in  the  printing  press? 

What  grains  are  harvested  by  the  reaping  machine?  What  is  the  chief 
harvester  company  in  the  United  States?  What  is  the  annual  business  in  this 
machme? 

Name  the  kinds  of  sewing  machines  you  have  seen.  What  work  can  the 
sowing  machine  aceomirfi^? 

Witi)  what  work  6ota  the  cream  separator  do  away?  In  what  enterprise  is 
It  particularly  necessary? 

—891— 


11 


1  il 


If  A  m*ii  empttM  Ua  pane  into  hU  head,  no 
mail  em  takr  it  away  from  him.    An  iaTCit- 
III  kaowledge  ahrajra  payi  the  beat  in- 


l^tbemattcs 


In  the  general  article  Mathematics,  besides  the  definitions  of  die  several 
branches  or  divisions  of  the  subject,  there  are  references  to  separate  articles 
upon  each  of  these  subjects.  In  each  of  these  articles,  Arithmetic,  Algebra, 
Geometry,  T'' tonometry.  Analytical  Geometry  and  Calculus,  the  definition  and 
description  o-  ^he  field  covered  is  given,  as  well  as  a  statement  of  the  symbols 
used,  the  futM' unental  operation  and,  in  the  case  of  Arithmetic,  the  common 
course  of  study  in  schools. 

The  article  Mathematics  also  refers  to  the  article  upon  each  of  the  impor- 
tant subjects  of  which  mathematics  treats,  namely,  Nunwer,  Angle,  Line,  Plane 
and  Solid.  Each  of  these  articles  contauis  definitions  of  the  important  classes 
which  i1  includes  or  cross-references  to  separa*'  'rticles  upon  these  classes.  For 
instance,  Hm  article  Number  includes  a  siatemcn.  concerning  complex  numbers 
and  prime  and  composite  numbers  and  crosr-refzrences  to  Infinity  and  Infini- 
tesimal, Negative  Quantt.j,  Imaginary  Quantity;  also  to  Fi^urate  Number  and 
to  Number,  Methods  of  Teaching.  The  article  Solid  contams  cross-references 
to  Cone,  Cube,  Cylinder,  Globe,  Prism,  Pyramid,  Sphere,  Tetrahedron.  Under 
Line  there  is  a  cross-reference  to  Curves.  Under  Plane  there  are  cross-refer- 
ences to  Square,  Circle,  Triangle,  Polygon  and  Ellipse. 

Among  the  special  processes  and  principles  described  in  separate  articles 
are  Cancellation,  Factor,  Fractions,  Mensuration,  Power,  Root,  Progressions, 
Proportion,  Function,  Coordinates,  etc.  A  special  article  is  given  to  Number, 
Methods  of  Teaching,  and  this  is  referred  to  from  the  article  Methods  ok 
Teaching  and  from  the  articles  Arithmetic  and  Number. 

The  'department  of  weights  and  measures  is  centered  in  two  general  ar- 
ticles, one  entitled  Weights  and  Measures,  the  other  called  Unit.  In  the  former 
the  common  system,  or  Ei^lish  system,  of  weights  and  measures  is  fully  de- 
scribed, with  the  values  of  the  various  units,  and  a  cross-reference  is  made  to 
the  article  Metric  System,  which  contains  a  complete  account  of  the  metric 
system,  together  with  tables  showing  its  relation  to  the  English  system.  Refer- 
ence is  also  made  in  this  article  to  special  articles  on  the  various  common  units 
of  measurement,  and  in  each  of  these  articles  the  system  of  which  the  unit 
forms  the  base  is  also  described.  In  the  article  Unit  the  units  commonly  used 
in  the  physical  sciences  are  described,  and  reference  is  also  made  to  the  article 
Weights  and  Measures,  and  to  the  articles  on  the  various  common  units  of 
measurement.  This  division  of  weights  and  measures  includes  also  that  of 
coin  and  money.  In  the  article  Money,  besides  a  discussion  of  the  theory  of 
money  from  the  standpoint  of  economics,  a  table  is  given  showing  the  stand- 
ard units  of  coinage  in  each  of  the  important  countries,  and  the  value  of  these 
coins  relative  to  the  gold  dollar  of  the  United  States.  Reference  is  also  made 
in  this  article  to  the  article  Currency,  Banks  and  Bakking,  CUarmg  House, 

—392— 


Mini,  and  to  the  articles  on  each  of  the  imporUnt  standard  coins.  In  each  of 
these  articles  the  value  of  the  unit  described  relative  to  that  of  the  gold  dollar  of 
the  United  States  is  given,  and  also  the  equivalent  of  the  unit  ia  the  coin*  at 
other  leading  naUons. 

OUTLINE. 
I.    GsssMAi.  Akticxb. 

I.  Classification  and  definitions  of  important  branches, 
a.  History. 


11. 


III. 


IV. 
V. 

VI. 


Bt^ANCHIS. 

1.  Arithmetic.  4. 

2.  Algebra.  5. 

3.  Geomefry.  6. 
Subjects. 

I.  Number. 

a.  Definition. 

b.  Classifiaition. 
Angle. 
Solid. 
Line. 

„   Plane. 
Processes  and  Principles. 
Mbtbcxis. 

I.  Number,  Methods  of  Teaching. 
Weights  and  Measures. 


Trigonometry. 
Analytical  Geometry. 
Calculus. 


a. 

3- 

4- 
5- 


;i» 


QUESTIONS. 

The  science  of  mathematics  was  developed  by  what  nation? 

In  what  respect  does  mathematics  differ  from  all  other  sciences? 

wn.      i  "Mnner  has  it  aided  investigation  in  other  sciences— notably  which? 

What  do  we  mean  by  an  exact  science?  7        w.. 

««>^'^^*  "  **  simplest  branch  of  mathematics  and  the  one  in  most  common 

use  r 

Mention  occupations  where  a  knowledge  of  mathematics  is  required.    Where 
only  a  knowledge  of  arithmetic  is  required. 

«,-£"  ♦**'**  profession.s  based  upon  arithmetic  are  the  methods  undergoing 
constant  improvement?  R""'8 

of  uJ^^datrmetflidS"'**'**'  """"^""^  ''"*'"*'"  ''°"***  ^'*  °'  *'°"^  **  '"* 

A  mastery  of  arithmetic  should  secure  what  results? 

On  It  be  said  that  a  knowledge  of  number  is  inborn  ?    What  proof  hare  we  ? 

Wftat  IS  the  value  of  anthmetic  from  a  business  standpoint? 

W^t  traits  does  it  establish  from  a  mental  standpoint? 

What  IS  the  practical  use  of  algebra? 

In  what  is  it  superior  to  arithmetic? 

With  what  does  it  deal?    Where  is  it  used? 

Of  what  does  geometry  treat  ?    In  what  lines  of  business  is  it  used  ? 

'U|>on  what  does  geometry  reasoning  depend? 
w.,  9*  *« Jo"?w«W.  what  knowledge  of  mathematics  is  necessary:  Astronomy? 
FhysKs?    Bigmeenng?     Carpentering?    Architecture?     Surveying?    Banker? 
Bo<ridaeper?   Ordinary  citizen?  ^^      «u«crf 


i 


floiwy 


I.    Uses. 

I.  Medium  of  Exchange. 
a.  Measure  of  Value. 
3.  Standard  of  Value. 

II.      F^OPEtTIES. 

I.  Portability.     4.  Divisibility. 
3.  Durability.      5.  Stability. 
3.  Homogeneity. 
III.    Standakd. 

I.  In  olden  times. 

a.  With  semi-civilized. 

3.  Gold. 

4.  Silver. 


IV.     CUSRBKCY. 

I.  Dominion  bills. 
a.  Bank  trills. 

3.  Protection  of  currency  issued 
by  banks. 

V.     COMMEKCIAL  FaPEK. 

I.  Checks. 
a.  Drafts. 
3.  Notes. 
VI.    Stxtoy  op  Exchange. 
I.  Domestic. 
a.  Foreign. 


QUESTIONS. 

Should  you  find  yourself  in  France  with  a  $30  goldpiece,  how  many  francs 
would  you  get  in  changing  it? 

How  many  marks  would  the  Berlin  banker  give  you  for  it? 

How  many  yen  would  you  receive  for  it  from  the  banker  of  Tokyo?  How 
many  liang  from  the  banker  of  Peking? 

Why  was  not  iron,  lead,  tin  or  copper  adopted  in  place  of  gold  and  silver? 

What  is  standard  mmiey?    Token  money?    Bank  money? 

How  many  dollars  of  our  money  are  necessary  to  equal  the  pound  sterling 
of  England? 

What  is  the  value  of  the  Mexican  dollar  in  Canada? 

Correlated  subjects  :  Currency,  Banks  and  Banking,  Clearing  House,  Mint, 
Credit,  Tender. 

I.     DEFINmON. 

II.    Ancient. 

I.    Local  officer  controlled  the  issuing  of  money. 

III.  M(X>EKN. 

I.    Sovereigns  of  most  countries  hold  exclusive  right  to  issue  money. 
3.    Great  Britain  coins  the  money  for  most  of  her  colonies.    There  are 

local  mints  in  India  and  Australia. 
3.    The  national  mint  of  the  British  Empire  is  located  on  Tower  Hill. 

London. 

IV.  Processes  of  Coining. 
V.    Assay  Offices. 

QUESTIONS. 

When  and  where  was  the  first  mint  established? 
When  was  the  mint  on  Tower  Hill  built? 
In  what  Australian  cities  are  mints  located? 

Can  you  see  the  reason  for  establishing  mints  in  Australia  and  not  in  Canada? 

—384— 


Yon  eaanot  dream  Toniwlf  into  •  eh«rMt«r; 
jam  mntt  hunnMr  and  forge  yoarwlf  one. 

—Fronit. 


Mythology 


"Mythology,  the  collective  name  given  to  the  body  of  fables,  legends  or 
myths  which  grew  up  in  almost  all  primitive  nations  regarding  the  creation  of 
the  world,  the  origin  of  man,  the  powers  of  nature  and  the  adventures  of  the 
gods  and  heroes.  It  is  natural  that  in  the  savage  mind  such  questions  should 
arise  as: 

What  is  the  world? 
What  is  man? 
Who  made  them? 

Whence  came  all  the  natural  objects  about  us? 

What  causes  the  changes  from  light  to  darkness,  from  heat  to  cold, 
from  life  to  death?" 
Yott  have  been  interested  in  the  above  paragraph  and  might  be  further  inter- 
ested to  know  that  it  is  but  a  part  of  the  first  paragraph  given  in  our  article  on 
MTTHOtOGY.  If  8o,  your  interest  will  be  augmented  in  knowing  that  we  give  a 
complete  discussion  of  the  Origin  of  Mythology,  Grecian  and  Roman  Myth- 
ology, Scandinavian  Mythology  and  Egyptian  Mythology. 

This  discussion  will  prepare  us  for  still  further  examination  of  the  subject 
and  we  append  a  partial  list  of  correlated  subjects  included  under  "A"  in  The 
New  Practical  Reference  Library.  This  work  can  be  continued  throughout 
the  alphabet  and  the  material  all  classified  under  their  respective  countries: 

Achates,  Acheron,  Achilles,  Actaeon,  AdMiis,  Mgis,  ^Eneas,  iEolus,  ^Escu- 
lapius,  Agamemnon,  Aganippe,  Ajax,  Albion,  Alcestis,  Ammon,  Amphion,  An- 
dromache, Andromeda,  Antaeus,  Antigone,  Apollo,  Argonauts,  Argus,  Ariadne, 
Atalanta,  Atlas,  Augeas,  Aurora. 

OUTLINE. 
I.    General  MsANiNa 
XL    Divisions. 

1.  Myths  of  explanation  to  questions  asked  by  primitive  man  in  regard 

to  creation. 

a.  What  am  I? 

b.  Whence  did  I  come? 

c.  What  is  the  world? 

d.  Whence  came  all  nature? 

e.  Causes  of  light,  darkness,  life  and  death,  etc. 

2.  Myths  of  entertainment. 

a.  Tales  of  adventure  of  gods  and  heroes. 
III.    Origin  and  Theories. 

1.  Gods  were  mere  men  remembered  after  death  by  their  great  deeds. 


.■ 

IP 

a.  WiM  men  invented  them  for  the  purpoie  of  ettabUahing  law, 
through  Ae  gods  appealing  to  mankind. 

3.  Inventioiu  of  poets,  story-tellm,  etc 

4.  Mythi  explained  aO  physical  idwnomena. 

rV.    GuciAN  AND  Roman.  '  ^ 

I.  Creation  of  all  things  exphined  by  myths, 
a.  Planets  as  rulers  of  uniTerse. 

3.  Universe  divided  and  rulers  take  different  abodes. 

4.  Abode  of  lesser  deities. 

V.    Scandinavian  and  Nohthl.^n  Mytboumjy. 


I. 
a. 

3- 
4. 

I 


Exfdanation  of  creation. 

Giant  Ymir  first  created. 

Bori.  father  of  all  gods,  appears. 

Earth  then  formed  from  Ymir  by  Bori's  grandsons. 

Twelve  gods  and  twenty-four  goddesses. 

Gods  beneficent  and  kind. 


VI. 


Egtptian. 

I.  Many  religious  myths;  not  uqiversal  as  in  others. 

a.  The  stronger  eventually  led. 

3.  Distinctive  belief,  soul  of  man  was  immortal. 

VII.    Couparison  of  Different  Myths. 
I.  Pbints  of  resemblance, 
a.  Points  of  difference. 
3.  Underlying  principle  same  throughoot 

QUESTIONS. 

What  great  literary  masteri»eces  are  founded  on  Greek  mythology? 

What  great  benefits  have  accrued  to  the  modem  world  on  account  of 
mythok^? 

llie  founding  of  what  city  famed  in  history  is  based  on  mythok^? 

Who  was  Achilles?    Give  the  story  of  Hercules. 

What  was  the  foundation  of  mythok^?    What  is  its  substitute  in  modem 
days? 

What  marked  the  decline  of  mythdogy?    What  effect  vrould  autiientic  his- 
tory have  upon  it? 

How  does  a  people  outgrow  its  mythotocr? 

Which  are  the  best-known  mythotogistsr 

What  are  the  three  systems  of  interpreting  the  origin  of  myths? 

Of  what  monsters  was  Uranus  the  father?    Who  was  his  wife? 

Which  of  the  Titans  dethroned  his  father  and  what  was  the  ultimate  fate 
of  all  twelve? 

Who  dethroned  Cronus  and  became  raler  of  die  world? 

What  Greek  god  was  identified  with  the  Rcmian  Jupiter? 

What  was  the  ancient  conception  of  Jupiter? 

Who  was  next  in  rank  to  Jupiter? 

What  temple  cm  the  Capitoltne  was  erected  to  Jono? 

What  was  the  peculiar  relation  of  Mars  to  the  Romans?    How  is  he  repre- 
sented in  art? 

Who  were  the  parents  of  Apolto?    What  did  he  mean  to  the  Greeks  and 
Romans? 

With  whom  did  Diana  come  to  be  identified? 

What  are  tfw  varying  accounts  of  the  parentage  of  Vemit? 


^^^^What  htaoM  statue  and  painting  rcprewnt  Venus  as  iuutng  from  the  sea 

Who  was  Mercury's  mother?    Over  what  did  the  eod  preside? 
who  were  Vesto  and  the  vesUl  virgins? 
What  was  the  original  number  of  muses? 
Who  was  the  muse  of  comedy? 

Sdl*!  I^It"*"  /"  no"^™  mythology  corresponded  to  the  Greek  fates? 
What  did  Nemesis  personify? 

What  was  the  ancient  conception  of  the  eartfi? 

What  animals  were  sacrificed  to  Ceres? 

Who  were  the  children  of  Ceres  ? 

Who  has  made  the  Satyr  celebrated  in  art? 

What  was  the  Greek  hades? 

What  is  a  common  representation  of  Neptune? 

«/r!  !*P^.''"J  ^'*'.^%**?  •"*  ^  w'''<=''  *"  ««J  Ji"  ««w  escaped  the  Sirens? 

What  terrible  fate  befell  all  those  who  looked  upon  the  Gorgons? 

Into  what  manimate  object  did  Zeus  change  Niobe? 

What  was  Acteon's  hardi  fate? 

In  what  way  was  Diana  associated  with  Endymion? 

Of  what  was  Psyche  a  beautiful  personification  ? 

Wiy  was  Orpheus  an  important  figure  in  Greek  mythology? 

Of  what  was  the  beautifu*  Aurora  goddess? 

What  is  the  interestbg  vocal  Memnon?  # 

In  what  miraculous  way  did  Perseus  escape  an  early  death? 

Through  whose  aid  did  Jason  secure  the  Golden  Fleece? 

What  famous  riddle  did  (Edipus  solve? 

Who  was  the  bravest  hero  of  the  Trojans  killed  by  Achilles? 

What  oath  were  the  suitors  of  Helen  compelled  to  toke? 

Osins,  reprwenting  all  that  is  good,  was  opposed  by  what  god  who  was  a 
persomncation  of  evil? 

Who  was  Dagon? 

From  what  form  of  Odin's  name  is  Wednesday  derived? 

How  did  Odin  inform  himself  of  what  took  place  on  earth? 
J. j^y According  to  Norse  mythology  which  was  the  first  of  all  thin;  s  to  come  to 

Who  was  Thor? 
What  is  a  vampire? 

How  is  our  word  tantalize  naturally  derived  from  Tantalus? 
cules  WH?****  *^^^*^'    ^<'«"'  Freya,  Frigga,  Lok,  Odin.  Thor,  Tyr,  Her- 


if 


Tlw  haUt  «t 
iag  la  at  om*  th« 


in  th«  aaneiy  mhmt  hM  not  bMB  AgMted  by  tke  nadentud- 
tlM  tfaet  of  aamtal  waakaaaa.  —air  W.  SamiiXUm. 


— S»7— 


)•  MMlttaC  gMd 


QWM*        ™^^  *fW^fc 


flature  Study 


There  ii  no  subject  of  greater  interest  to  pupib  than  the  great  world  of 
nature,  and  that  teachers  may  be  able  to  present  this  subject  in  a  comprehensive 
way  we  have  arranged  this  series  of  lesscms.  There  is  no  other  means  of  giving 
pupils  so  much  useful  knowledge  as  to  guide  them  through  nature's  storehouse. 

As  directed  in  your  course  of  study,  correUte  the  varbus  subjects  with 
nature  study  so  that  each  may  help  to  a  proper  undersUnding  and  appreciation 
of  the  other.  Do  not  fail  to  make  every  lesson  a  lesson  in  Lancuacb,  a  lesson  in 
Spblung,  a  lesson  in  Penmanship,  and  incidentally  connect  the  Numbu  Wmk 
and  Reading  Wokk  with  it  all 

MlNBBALS.  ' , 

Iron— Discovery,   where   fo'trd,  kinds,  composition,   uses,  history,   irwi- 

working. 
Lead— Pro&ction  in  United  States,  uses,  mann>..-  of  preparing. 
Coal — Oassify,  anthracite,  bituminous,  cannel,  uses,  where  found,  coke. 
Copper— Early  uses,  nature  of,  many  uses,  where  found,  quantity  used. 
Gold— Uses:  (a)  necessities,  (b)  luxuries ;  gold  beating,  gold  mining,  quarf 
Silver— Five  kinds,  uses,  smelting,  eliqnation  of,  amount  produced. 
Aluminum — Discovery,  process  of  making,  nature  of,  uses. 
General  topics— Blast  furnace,  assaying,  amalgam. 

AkIM  ALS. 

Extinct— Mammoth,  mastodon,  megatherium,  pterodactyl 
Fabled — Chinuera,  dragon,  griffin,  ^Kenix,  mermaid. 
Domestic— Camel,  doe,  cat,  cow,  horse. 
Sea— Whale,  seal,  walnis,  dolphin,  coral. 
Insects— Fly,  mosquito,  flea,  ant,  gnat,  butterfly,  beetle. 
Fowls— Duck,  goose,  guinea,  pigeon,  turke^,  poultry. 
Birds— Jay,  robin,  carrier  pigeon,  stork,  condor. 
Miscellaneous— Prairie  dog,  in      dodo,  chameleon,  monkey. 

Plants. 

Fungi — Lichens,  mudiiooms. 

Flowers — Dahlia,  geranium,  i^lox,  hollyhock. 

Vegetables — Potato,  onion,  radish,  bean,  lettuce. 

Cereals— Wheat,  com,  rye,  oate,  barley. 

Fibers — Hemp,  flax,  cotton,  jute. 

Fruit — Orange,  lemon,  olive  palm,  almond,  bread  fruit 

Forest  trees — Pme,  nudu^ny,  rosewood,  cinchona. 

Miscellaneous— Bamboo,  tea,  coffee,  seeds,  weeds. 

MiscEixANEOus.     (Clasiifv.)  . 

Termites,  infusoria,  oyster,  cork,  sahnon,  mchid,  mica,  municry,  mineral 
woric. 


Bfa^te 


Qtoarkl  OaMriptloo.. 


CkMifiMtioD. , 


BIROS 


Subject!  nlating  to  birds 


Tnam 

Covwing 

FU^t 

EnduimoM 

Sight 

Srac 

UmiuIimm 

1. 


2. 


Birdaof  Pny 

FnciMn  .... 
Climben  .... 
Sentciien . . . 
Runnen  .... 
Widen 


7.    Swimmen 


E%^    .... 

Nerts 

Feathon  . 


Food 


>Iigrati(m  . . . 


Em1» 

Hawk 

Owl 

Canuy 

Robin 

Wren 

Parrot 

Woodpeclnr 

Fowl 

Pheasant 

IHgeoD 

Ostrich 

Emu 

Snipe 

Sandpiper 

Crane 

Duck 

Gooee 

Gulls 


IK 


. 


Sise 
Color 
Shape 
Shape 
MateriiJi 
Quills 
Plumes 
Bugs 
Insects 
Worms,  ete. 
Grains 
fl 
2 


A  OBE£DT  BIBD. 

Tke  eoBdor,  the  gmt  Tnltwe  of  th«  Andes  of  South  Amerie*,  has  a  Toraeity  m 
gnat  that  it  oftaa  gorget  itself  to  ro  rh  an  extent  that  it  cannot  Ay.  It  has  been  known  to 
«*t  eightMB  poudi  of  meat  in  a  day. 

LAUOHINO  BIBD& 

la  t)w  ZoOogieal  Oardni  of  llelbonrne,  AostraUa,  are  ttrmBM-Iooking  birds  resembling 
!°"7i.  1  ****  *»»k«y-like  faces.  These  birds  are  eaUed  langUng  jaeltaases.  They  perch 
togeOsr  in  rows  aad  look  as  if  thsj  were  t«^  much  amused  over  something.  Pressntlj  one 
of  them  says  <<Hs,"  which  is  repeated  In;  Oe  others  until  the  entire  row  teems  perfect^ 
r«BTsised  wiih  kojpiter,  sod  p«opl«  gtasdifig  by  Ua^h  with  t^  Uuds  uatU  Uie  tears  run 
down  their  de^  and  they  are  donbled  op  by  their  parosysms.  Thesa  Urds  will  not  langk 
»  order.   SoaHtimes  tibtjr  rafose  to  laugh  at  all  for  an  entire  day. 

— Jfordm. 


TEST  gUBSnONS  ON  BIRDS. 

Rm  birds  aoy  teeth?   Any  can?    How  it  their  food  dimted? 
Aw  MMM  birds  provided  with  ■  complete  nth  of  feMhcrt  when  httehwl? 
Nane  three  ttrildiv  chiracterietice  diMiiwuithiiig  binJe  from  other  aninwb? 
Flyinf  at  the  rate  of  50  mik*  an  hour  how  long  would  it  taka  a  dude  to 
travel  from  Lalce  Superior  to  the  Gulf  of  Mexico? 

On  the  birda  that  iit  from  buih  to  bud)  cover  long  distances  in  a  single 

Why  do  some  of  the  bones  contain  air  cavities? 
;•  mere  anything  unsual  about  their  sense  of  sight? 
Wiy  does  no*  the  oerching  bird  fall  when  asleep? 
Do  birds  return  to  ttie  same  neii^borhood  cM  frequently  to  the  same  ncsL 
year  after  year?  -«        /  «•  ••«»# 

Can  the  female  sing? 

Are  the  best  lingers  the  large.  brilHa<;t  birds,  or  the  small,  lively  ones? 

How  do  Mrds  greatly  bendit  the  tarmer  and  fruit  grower? 

Nvne  JO  specks  commoa  to  your  neighborhood? 

NEST& 

WhrtbJrd.       the  nest  of  another  in  which  to  lay  its  eggs?    Is  this  imposi- 
tion  resented  mi  how?  '        ••  i~- 

Are  son";  eggs  laid  and  hatched  by  the  heat  of  the  lun  or  vegetable  matter 
surrounding  them? 

,W"'  we  wiW  turkey  Ifave  ito  nest  before  the  eggs  liave  been  sidlfully  cov- 

What  bird  lives  in  the  h«ne  of  the  prairie  dog? 
What  is  peculiar  about  the  kingfisher's  nesto? 
Describe  them? 

How  do  the  taikv  Urds  make  their  nest  and  why  called  "tailor  birds"? 
What  materiab  do  the  birds  in  your  neighborhood  use  in  the  buildinc  of 
dieir  nests?  ^ 


EG4;S. 

How  does  the  young  chick  get  air  while  and  before  hatching? 
Why  are  some  eggs  round? 
In  what  kind  of  nests  are  such  ^gs  laid? 
Which  end  of  an  Mg  is  the  more  highly  colored? 
What  is  the  shape  of  eggs,  such  as  the  hen's,  laid  on  the  ground  ?   How  does 
shMe  protect  it  from  Mowing  away? 
Where  are  the  eggs  of  sea  birds  gathered  and  used  for  food? 
Ask  your  family  doctor  which  contains  the  greater  amount  of  nourishment, 
an  egg  or  a  pound  of  steak? 


its 


—wo— 


•Tilt  King  of  Bird*." 

CaAKAcmusTics. 

Great  flight. 

ThicvishncM. 

Birds  of  prey. 
Nnn. 

Mountain  tops. 

High  treca 

nilfi. 
Fcoa 

Capture. 

Small  animals. 

Pish. 

Drad  meat. 

HlfTOKY. 

MiliUry  Emblems. 

Persian  Spears. 

Roman  Standard. 

United  Sutes. 

Russia. 

France. 

Prauia. 

Austria. 
Legendary. 

Messenger  of  Jove. 
Symbol  of— 

Fortitude 

Power. 

Courage. 

Nobility. 


CLAMtPICATtOir. 

Golden  E^le. 

Where  found? 

Sifc. 

Appearance. 
Bald  Eagle. 

Home. 

Characteristics. 

Description. 

Where  found? 
Plumage. 
Strength. 
Fierceness. 
Lammergeier. 
Chanctcristics. 
Home. 
Anmrance. 
Duaamon. 
Head. 

Appearance. 
Eyes. 
Bai. 

Shape. 
Strength. 
Lengu. 
WUipT^ 
Size. 
Strength. 
Color. 
Feet. 

Number  of  toes. 

Use. 

Strength. 

QUESTIONS    ON    EAGLES. 
For  what  does  the  eagle  stand? 
How  did  the  ancient  Greeks  regard  the  eagle? 
What  countnes  now  use  it  as  a  national  ensign? 
Are  the  eagle's  habits  as  noble  as  its  appearance" 
What  eagle  IS  the  national  emblem  of  the  U.  S.?    When  was  it  adrintf>H> 
What  trait  is  peculiar  to  the  Bald  eagle?  "dopted? 

Describe  the  Golden  eagle.    In  what  countries  is  it  found? 
On  what  does  the  eagle  live? 
^^\Vhat  eagle  is  noted  fer  its  size  and  fierceness?    For  what  are  its  feathers 

In  what  countries  is  the  Lammergeier  found?    On  what  doei^  it  live' 

coined?      '*  *  °^  °  ^''^  "«'"  °*  *'  U-  S?    When  was  the  first  •me 

When  did  the  eagle  first  appear  as  a  military  standard? 

When  was  it  adopted  by  the  Romans? 

now  IS  the  eagk  of  Ruasii  diaiitiguishcd  from  that  ot  the  U   S.? 

—Ml— 


lUMn 


EUBOPEAN. 

Size. 

Habits. 

Song. 

Where  found? 
Ameucan. 

Size. 

Sociability. 

Song. 
Descuftion. 

How  classified? 

Appearance. 

Plumage. 

Spedsu  Feature 


Fooa 

Wornu. 

Inaecta. 

Cherries. 

Small  Fruit 
Nests. 

Where  found? 

Strength. 

Size. 

Structure. 
Eggs. 

Number. 

Size. 


Color. 
QUESTIONS. 

Have  robins  any  teeth?    How  do  they  handle  their  food? 

How  does  the  robin  breathe?         „     .    .  ... 

What  is  a  popular  name  for  this  bird?    Why  is  it  appropnate? 

To  what  class  of  birds  does  the  robin  bdong? 

What  is  peculiar  "about  the  formation  of  the  muscles  m  the  legs  of  perchmg 
birds?    Of  what  use  is  this?  . 

When  does  the  robin  first  zipptir  in  the  n>nnf:?  . .      .._ 

Name  two  ways  in  which  the  American  and  European  robms  diner. 

What  characteristics  make  this  bird  a  favorite? 

What  class  of  people  do  not  favor  the  robm?    Why? 

When  do  the  roWns  migrate?    Why  do  they  do  this? 

How  many  eggs  are  usually  laid?    What  »  their  general  appearance  and 
shape? 

parrots 


i 


Species. 

Number. 
Desciiption. 
Bills. 

Shs^. 
Uses. 
Tongues. 

DescripUon. 
Peculiarity. 
Plumage. 
Wmg». 
Tail 
Colors. 

Strength. 

Shape. 
Toes. 

Number. 

Arrangwnent 
Hasitatiok. 
Countries. 
Nests. 


Food. 

Fruits. 

Roots. 

Insects. 

Honey. 

Kinds. 

Green  Pwrot. 
Where  found? 
Ai4>earance. 
Favorite  pet. 
Accomplishment 

Love-tnrd. 

Size. 

Description. 

Peculiarity. 

Where  found? 
Macaw. 

Size. 

PIttnuge. 


Characteristics. 

Where  found? 
Cockatoo. 

Homes. 

Plumage. 

Crests. 

Easily  tamed. 
Psrakeets. 

Size. 


Lory, 


Feathers. 
Colors. 
Intel%ent. 
Where  found? 


Kinds. 

Tongue. 

Plumage. 


QUESTIONS  ON  PARROTS. 
How  many  spedes  of  parrots  are  found? 
Wame  the  nx  most  important  classes. 

wKt  tfSe*^AiS^*^!.°!  t^P^*  "^^'^  '^°"  »^t  of  other  birds? 
vvnat  thrw  thmp  assist  the  parrot  in  cUmbing? 

S^'hal'doX tT  """"^  '""*' 

FS*;£fa7e'T-o:S!Ss"nSt,r  ^"'•^  »  ^  ^-  ^^  ^^  P«*»?    Why? 
the  Usl'?**  ~"°*^*'  "*  ^'^'"^  '°"»'*?   When  did  they  find  their  way  into 

What  are  the  characteristics  of  the  Ma    ws?    For  what  ar«  thi.v  n«.-^  ? 

What  ,s  pecuUar  about  the  tongue  of  a  Lonr?    How  iJ  ft  uS?^ 

In  what  way  do  Cockatoos  diff  J^from  ofher^rrcST  Wh^r!  u'Sdr  home? 

pigcoii 


SPBaEs. 

Number. 
CLASuncATioir. 
Wild. 

Gouras. 

Passenger. 

Mourning  Doves, 

Turtledoves. 
Domestic 

Fantail. 

Carrier. 

Homing. 

Pouter. 

Jacobin. 

Tumbler. 

DESCUmON. 

Sise. 


Color. 

How  distinguished? 
Chahactewstics. 

FUght. 

Speed. 

Endurance. 

Instinct 
Nests. 

Structnre. 

Size. 

Where  built? 
„     Eggs. 

HiSTOKY. 

Wl»re  found? 

Numbers. 

Usefulness. 


Extermination. 
QUESTIONS. 
Jito  ii*at  two^sses  are  pigeons  divided? 

PtrnP^n^J^J^^^^^^""/^^!*^  ^«"  *e  pigeons  found  in  tern- 
wS!f-^a."?  ******  ***"."<*  "  *e  tropical  climates? 
Srtl^li2^*ra*!i**'  wad  pigeon  found?   Describe  their  plumage. 
tmJ^  **•*"  **^Tll"  P***™"  *°'«»^  ">  *e  United  States.  ^^^ 

Tell  what  you  can  of  th«  passengv  r  pigeon. 

Aarae  two  dnractmstics  of  turtiedoves. 
^  Name  four  qiecies  of  domestic  pigeons  and  teO  why  their  names  are  appio. 


Describe  the  carrier  pigeon.    For  wh«t  has  it  been  «ed? 

What  is  a  peculiarity  of  the  honung  pigeon?    How  far  can  it  fly  wtthont 


^mat  are  young  frigeont  called?    For  what  are  they  used? 
What  is  ttie  ^racter  of  frigeons'  neste?    How  nuuiy  eggs  are 
hatched  at  one  time? 


usually 


Dkscriftiok. 
Size 
Height 
WeiriU 
Feawers 

(a)  Of  mak 

(b)  Of  female 
Hod 

Eye* 
Beak 


Ostrfcfe 

Wings 
Caior 

(a)  Of  male 

(b)  Of  female 

(c)  Of  chicks 

Charactebistics. 
Food 

WiMsUte 
Domesticated   -' 


Spttd 

(a)  Where  laid 
rb)  How  hatched 
(c)  Number 

OsraiCH  Farhs. 
California 
Arizona 
South  Africa 


TEST  QUESTIONS  6n  OSTRICH. 

How  doe*  the  weight  and  heaght  of  a  full-grown  ostrich  compare  with  the 
weight  and  height  of  an  average-sized  mm? 

Of  what  country  is  At  ostridi  a  JW^I*' 

Are  Ae  wings  of  any  uae  to  the  bird?  -      .        , 

How  fast  can  the  ortrich  run?    Could  it  outrun  a  fleet  horse? 

What  is  fte  cokw  of  the  feathers  of  the  male?    Female? 

How  are  the  ens  hatched  in  warm  countries? 

Does  tiie  male  ffl  in  hatcWng  the  ^[p? 

At  what  ^e  do  the  tnrds  attam  their  full  growtii? 


Srchs. 

Waders. 
Classificatiox. 

Whoopii^^. 

Sand-BilL 

DenxMsellr 

Sacred. 

DUOIFTXON. 

Size. 

StrtKture. 
Neck. 


hm. 


^hi^^Mpe. 
FeaUiers. 

HOHBS. 

Cotmtries. 


Tmhw. 


Central  Asia. 
Africa. 
United  States. 

Nbsts. 

Bushes. 
Marshes. 

Eggs. 

Number. 
Ai^warance. 

Habits. 

Migration. 
Feeding  Time. 


Peculiar  Position. 
Cbakacteristics. 
Domestication. 
Peculiar  Dances. 


Courtships. 
Graceful  Antics. 
Food. 

Vegetable  matter. 
Insects. 


Worms 
Frogs. 
Reptiles. 
Sman  Fish. 


„.      ,  QUESTIONS. 

Name  two  ways  in  which  the  Crane  is  remarkable 

In  what  countries  is  it  regarded  as  sac""" 

^w*^;%^i2rT?it;n??rthrs^^^^^^^        » ■*  ^-n^? 

and  most  important?  ^^  ^"'^^  ^**»"?    Which  is  the  largest 

wind^^  "  '^'  ^^^P^  ^"~  »  <=«J»«I?  Describe  the  construction  of  it. 
noticSlwV?^  P*^'  '•»"*  *"*  "«"  of  this  bird?  At  what  time  is  it  most 
f»r^i?\^  Sf  TcSe?*"  '•'■'^  "^"^"^  ^-"^?    Why  is  this  land 

m:Hs'icSSi£XutTVayte^""S  1°  they  go  in  the  fall? 

when  dozing.  ""'"^  "«  way  tftey  spend  the  day  ?    Describe  their  position 

What  country  gives  the  Crane  a  prominent  place  in  its  art? 

Oifdw 


Wita 

Mallard. 

^tinctive  appearance. 
O^ginal  of  Domestic  Duck. 
Plumage. 
Tail  feathers. 
Canvasback. 

Where  found? 
Value. 
Appearance. 
Shoveler. 

Formation  of  bill. 
Feeding  place. 

Gadwan. 

Size. 

Where  found? 

Appearance. 

Value. 
Woodduck. 

Beauty. 

Migratimi. 
Eider  Duck. 

Size. 

Am>earance. 

Value. 

Habits. 

.  .       .  QUESTIONS. 

into  what  two  classes  are  ducks  divided?    Why  are  they  so  named? 

— 4u6— 


Domestic. 

Favorite  Kinds. 
Normandy. 
Picardy. 
Aylesbury, 
kfusk  Duck. 
Size. 

Comparative. 

Largest  variety. 
Appearance. 

Variety. 

Plumage. 

Tail  feathers. 

Formation  of  feet 
Characteristicf 

Habits. 

Of  young. 
Food. 

Animal. 

V^etable. 
Use. 

Food. 

Feathers. 

Down. 


From  what  did  the  domestic  duck  originate?  How  does  its  ptomage  differ 
from  that  of  the  wild  duck?  .  ..„     ,         ...   ,.u   o  j     ns   v^ 

How  does  the  plunage  of  the  Mallard  differ  from  that  of  the  Cadwall?  For 
what  are  both  these  ducks  prized?  u    ,    j» 

What  varieties  of  domestic  ducks  come  from  France?    From  England f 

For  what  are  the  Musk  ducks  noted?    What  is  their  native  country? 

Name  six  varieties  of  wild  ducks  and  tell  one  way  in  which  eadi  is  noted. 

In  what  countries  does  the  Eider  duck  abound?   How  is  it  protected? 

How  are  the  nests  of  the  Eider  dudes  constructed?  Where  is' the  down 
obtained? 

Nam^  two  ways  In  which  Eider  ducks  are  used.  .  .       -. 

How  much  down  does  the  female  Eider  duck  furnish?  How  much  is  suffi- 
cient for  a  bed?    How  many  ducks  will  it  take  to  furnish  down  sufficient  for  a 

hed?  .   .  ..    ,  , 

What  is  unusual  about  the  migration  of  the  woodduckj  , 

Describe  the  formation  of  the  wings  of  a  duck.    How  does  this  assist  it  in 

flying? 


SPECiES. 

Tropical. 
Garden. 
Water. 
Tarantulas. 
Trap  Door. 
Habitation. 
Webs. 
Shape. 
Catch  prw. 
Serve  as  houses. 
Water  Nests. 
Construction. 
How  suspended. 
A{^>earance. 
Underground  Nests. 
Size. 
Slu^. 
Lining. 
ConstructkMk 
Food. 
Flies. 
Birds. 
Small  insects. 


Descxiptiok. 

Head  and  chest 

Formation. 

Description. 
Abdomen. 

Glands., 

Filaments. 
Use. 

Appearance. 
Legs. 

Number. 

Descriptkm. 
MandiUes. 

Glands. 

Fluid. 

Kill  prey. 
Chabactehistics. 
Fighters. 
Runners. 
Leapers. 
Swimmers. 
Egcs. 

Number. 
Where  hidden. 
Where  hatched. 

QUESTIONS  ON  THE  SPIDER. 

Is  the  spider  an  insect  or  an  animal? 

Name  five  common  varieties. 

Describe  the  formation  of  the  head  and  chest 

How  many  glands  or  spinnerets  has  a  spider?    For  what  are  they  used? 

What  name  is  the  nest  or  home  of  the  sjwier  called?     For  what  is  it 

iBtei^ed? 

By  what  means  (k>es  the  spider  kill  its  prey? 


f\ 


D«cnbe  the  manner  in  which  the  spider  captures  its  food 

K^m"ik**dM"the°V«nZ*"  '^k'    ^"«»  ^S  -^n^cted? 
trapdoS  consUt?        **  ^"P*^'  'P"*"  «^  >*'  •»'n<^?    Of  what  does  this 

lined?^*  is  the  shape  and  sixe  of  these  «nderg.x,und  nests?    How  are  they 
wC^^^*^  ''°*'.*^*  '^'  *»'«"*»'*  belong? 


Species. 

Number. 

Characteristics. 

Why  hard  to  study? 
Description. 

WtQ|S. 

Number. 

Color. 

Balancers. 
Head. 

Description. 

Eyes. 
Feet 

Formation. 

Advantages. 


fly 

Habitation. 

Where  found? 

Countries. 
Eggs. 

Number. 

Incubation. 

Development 
Food. 

Kinds. 

Hakufulness. 

Annoyance. 

Spread  disease. 


„  ^.  QUESTIONS. 

How  are  flies  characterwed? 
Wiat  IS  peculiar  about  their  eyes? 
What  makes  the  study  of  the  fly  diflficult? 

V^7^thrJll?*^f*"  "'**'?    Where  are  thevj,tuat-d? 
What  K  the  commonest  species?    Where  is  it  found? 
Give  two  reasons  why  the  common  fly  is  undesiSe 
How  does  the  formation  of  its  feet^iid  STin  cUmbine? 
is  thl"i:Sj?~"^""  *^  «"«*'"  P---"*  ^  peopttSkilling  flies?   What 
How  nuny  species  of  flies  are  said  to  exist? 
Name  four  other  msects  which  beteng  to  the  same  familv 
Do  any  flies  live  through  the  winter?  ^^' 

Name  some  of  the  di^rent  kinds  you  have  seen. 


— 40T— 


m^ 


OQvfrMW 

The  Rodtntia,  or  Rodents,  commonly  called  Gnmuers,  onnpriaes  one  of  the 
Utrgest  orders  in  the  animal  king^dom.  In  siie  the  rodents  vary  from  those  having 
a  length  of  three  feet  to  the  smallest  mouse.  Certain  species,  as  guinea  pigs  and 
white  varieties  of  rats  and  mice,  are  sometimes  kept  for  pets,  but  most  of  them 
live  'n  the  wild  state.  The  squirrel  family  is  one  of  the  most  interesting  of  the 
twenty  families  belonging  to  this  order.  It  is  divided  into  two  groups,  or  sub- 
families, the  squirrels  proper  and  the  marmots. 


Squikrels. 

I.    Tree  Squirreb. 
I.  Species, 
(a)  Red. 


OUTUNE. 
II. 


Ground  Squirrels. 

In   the   United    States 
Chipmunk  only. 
Marmots. 


the 


(b) 
(c) 
(d) 
(e) 


Gray. 

(c)  Fox. 

(d)  Black. 

(e)  Flying. 

(f)  Chiental. 
a.  Characteristics. 

(a)  Bushy  tails. 

Sharp  front  teeth. 
Strong  jaws. 
Large  bright  eyes. 
Slender,    graceful 
body. 

3.  Nests. 

(a)  Hollow  trees  or  togs. 

(b)  Tops    of    trees,    old 
buildings,  etc. 

(c)  Made  of  wood  fiber, 

leaves,  moss,  etc. 

4.  Young. 

5.  Food. 
'  Kinds:      Nuts,    com, 

acorns,  etc. 
Where  stored. 
Manner  of  eating. 


I.  Species. 


a. 


Marmot. 

Gopher. 

Prairie  dog. 

Woodchuck. 
Characteristics. 

Large  head. 

Strong  teeth. 

Cheek  pouches. 

Short  tail. 

Short  stout  body. 
Habits. 

(a)  Burrow  in  ground. 

(b)  Some  species  live  ia 

villagts. 


(a) 


(b) 
(c) 
Uses, 
(a) 
(b) 


Fur. 
Food. 
Damage. 

(a)  Destroy  crops. 

(b)  Eat  turds' nests. 


(a) 
(b) 
(c) 
(d) 


(a) 
(b) 
(c) 
(d) 
(e) 


Describe  tu 


I„t«  »K  .  QUESTIONS  ON  SQUIRRELS, 

into  what  groups  u  the  squirrel  familv  divided? 

Of  what  cwmnerdal  value  are  they? 

Kf  -'"  .^^  classified  under  ground  squirrek 
What  are  the  characteristics  of  each?         '^"'"«'»- 
Of  what  use  are  the  cheek  pouches? 
iLl  tll?^  ■"  fome  ground  squirrels  tindesirable? 
Name  three  ways  m  which  ground  and  tree  squSw  J  differ. 

RabWts 

Chakacteristics. 


I'll 


i       I 


f^ 
Ai 


CLASSmCATIDK. 

Hares. 

American. 

Mountain. 

Pblar. 

Prairie. 

Belpui. 
Rabbits. 

Cottontail 

Jackrabbit 

Gray. 

White. 
Dbscmwiow. 
Dcmestk. 
Wild. 

Comparative  siw. 

Ears. 

Limbs. 

Color. 

Changes. 


Timidity. 

Sight. 

Hearing. 

Fleetness. 

Voice. 
Habitation, 

Where  found. 

Kinds  of  nests. 

How  distinguished. 

Young. 
Food. 

Grass. 

Bark. 

Herbs*. 
„    V^etaUet. 

USBS. 

Food. 

Pur. 

Skin. 


.       ^  QUESTIONS. 

WhU!^}  way  b  the  hare  distinguished  from  the  rabbit? 

m  S:ti!i1  ^y^  '^^  ~'^'  '"  -»^'?    ^  y^  Sink  this  Chang,  i. 

How  h  the  rabbit  protected  from  ito  enemies? 

wilt^Sj^ir*"*  """P*"  i"  '^  withXLe? 
E  ^3P  'u  «PPe«™«*  taltes  place  when  tamed? 
How  do  they  become  a  menace?  ^^ 

w^  w  the  lackrabUt  so  called? 

wS  fS.t^n^;?""'''*  «-""*'   When  »  ••*  "-d? 

W^^TJ^  H  *'^  I"'"  «?«*?    I»  »»«  ft"-  valuable? 
How  does  the  formatkMi  of  its  hhid  legs  affect  ite  movement.? 
In  what  countries  are  rabbits  found?  movementi? 

In  what  country  did  they  become  a  pest? 


Vhltr 


V.  PiopnTiBt. 
Density. 
Sohrency. 
Grmvity. 
Purity. 
Weight 
Expansion. 

VI.     CHAlACTMIiTICl. 

Color. 

Tute. 

Odor. 

Refraction. 

Conduction. 

Vn.    Usis. 

Drinking. 
Cooking. 
Bathing. 
>•        Qeani^. 

Tranq>ortation. 
iterates  machinery. 


L    COMFOunoM. 
Elements. 
Proportion. 
IL    Sotmcs. 

Ckwds. 
Ocean. 
Lakes. 
Rivers. 
Springs. 
Wells. 
III.    Foufs. 

Effect  of  temperature. 
SoUd. 

Ice. 

Snow. 

HaiL 
Liquid. 

Rain. 
Gaseous 

Vapor. 

Steam. 

IV.    KiMM. 

Rainwater. 

Hard. 

Soft, 

DistUled. 

Mineral 

Salt 

QUESTIONS 

Of  what  U  water  cdinposed?    How  U  its  formula  written? 

What  change  takes  phce  in  its  cotor  when  viewed  ra  mass? 

What  do  you  know  of  its  powers  of  conductkm  and  refractwnf 

At  what  Siperature  does  water  take  the  soUd  form?    Liqmd?    Vapor  or 

For  what  is  water  considered  the  unit?    Why?  ,  ,«,»„, 

What  is  the  weight  of  a  cubic  inch  of  water?    When  is  it  at  its  greatest 

What  is  oeculiar  about  the  expansion  of  water? 

oTwhatpropSty  depends  thiuniversal  use  of  water?    What  la  a  conse- 

'"*'why  is  soft  water  so  called?     Hard?   For  what  is  each  espedaUy  adapted? 
How  is  pure  water  obtained? 

What  are  the  great  natural  reservoirs?  .      ^  .     ^     , ,      «;i„» 

SSb  the  iwocess  oy  which  moisture  is  gathered  by  the  ck)uds.    What 

does  this  result  in?  .  ^   ^  ...  , 

What  two  things  are  absolutely  necessary  to  Twunan  life? 
Why  shouki  ore  be  taken  to  keep  water  pure? 


COP^E 


AppmatOM  <rf  plant. 


Lmtm... 
Blommii. 


FruH 


CuHivatioD.. 


CountriM 


Bvabm 

Color 

FngnutM 

Color 

Shape 

Site 

Color 

Cells 


C^yloD 

Java 

BraiU 

Mezicc 

Centrcl  Aaeriea 

Weat  Indies 


Cniditions 


TEST  QUESTIONS  ON  COFFEE. 


.Arabia 


iHeat 
Moistun 
Shade 


the  Sj*titet*  ''*^*  ^  ^  "^**  *^'  "***  '^'*  ^  ""*»"  '"  •*«  *»* 

wS!  if  ^1!"*"*^.°'*"'*'  ?'  ?*«»<*•  o'  coffee  P«r  tree  from  each  crop? 
mat  country  supphes  two-thirds  of  aU  the  coflee  used?  ^ 

Wrbere  does  the  bert  coffee  come  from  and  what  is  it  called' 
Describe  the  leaves,  the  blossoms,  the  fnat? 

WnJT'JI^  ^J^t*  gsAered?  How  dried?  How  is  the  husk  removed? 
How  «8  co£Fee  padced  for  ihipment?  lawvcur 

Of  what  countries  is  it  a  native? 

mo  were  Ae  first  peopl*  to  extend  the  cultivation  to  other  countries? 
What  conditions  are  necessary  to  the  growth  of  the  plants? 
Why  IS  great  skiU  and  attenttcm  necessary  in  the  roastiiw? 
From  w^  country  does  the  United  ^te.  swt  most  of  her  coffee? 
What  a  the  color  of  the  berry  befbre  roasted? 
«n«M^J^-ll^  ?L**i~**«  •«''^"8  *t  wholesale  at  ten  cents  per  pound, 

JS?^ri^'?li°i^  *^  "!3L*f  S'^ili  °*  "^y  1»  '*«"^<'  fmTan  apple 
tree  producmg  ttn  bushels  of  ^p^  Valued  at  twenty-five  c««tt  per  bushel? 


DKsatimmr. 
I.  Shrub. 

a.  Heicht 

When  native. 
When  cultivated. 


—411- 


«^Lmv«s.   (Seecrfer  plate.) 

a.  Color. 

b.  Size. 

3.  Flowers.  (See  color  {date.) 


II. 


III. 


CuLTtVATlOM. 

I.  When  grown? 

3.  How  many  cropt  yorly? 

3.  Hanrciting  totTca. 

b.  Drying.  *^- 

c.  Rxdling. 
d  Packing. 

GRAStt. 

I.  (keen  tea.    How  prepared?  V. 


a.  Black  tea.    How  prepared! 

3.  Chup  gndet.     How  pre- 

4.  Commercial  bnnda. 

Pood  Valuh. 
I.  Bcveruw. 

a.  What  effect  on  qrttem  ^ 
a.  Extent  of  we. 

Un  Al  AN  ANTIOOn. 


QUESTIONS. 


Why  is  the  dirub  under  cultivatkm  made  to  branch  Ircdy? 
What  part  of  the  shrub  is  of  commercial  vahie? 
How  are  green  and  black  tew  prepared? 
Which  of  the  annual  harvests  yiefds  the  best  grade? 
In  what  countries  is  tea  cultivated? 

May  all  grades  and  varieties  of  teas  be  prepared  from  »e  same  plant? 
Examine  a  tea  leaf  after  steei^  and  compare  it  with  those  in  the  {date 
shown.    Examine  a  number  after  steeping  and  icompare  them  in  sue  with  each 

in  what  kind  of  cases  a  tea  packed?    Why? 
Look  at  tl»  eoter  plate  and  point  out  the  parts  c   the  pteirt. 
What  is  the  effect  of  excessive  tea  drmktng?    Is  it  beneficial  in  mlU  quan- 
tities?   Why?    Is  it  a  stimulant?  

How  are  some  grades  of  green  tea  given  their  colorr 
Name  strnie  of  ttie  brands  of  tea  sold  in  your  town. 


I.  Duaupnoif. 

I.  Animal. 

a.  ResemUes  what  substance? 

b.  Sponge  of  oommeree.    Wlmt? 

c.  Tubes  or  openings. 

Use? 

How  kKated? 

Number? 

Extend  where? 

Lined  with  what? 

d.  Stomachs.    What?    Where? 

e.  Food.    What?    How  obtained? 

f .  Appearance. 

Ghss-Bke.    Why? 
Glass-rtme.    W^  called? 
Venus  Fkmer  Basket    Why? 

II.  Sncns.  IV.    Home. 

III!    PBOpnmis— Sponge  of  commwce.  i.  Mrfiterranean  Sea. 

I    Lisht  '*  ^^  ^*** 

•  T^igh.  3.  How  far  betow  surface? 

3.  QasBc  V.    iSxMxaor  SwcvKOiG. 

4.  Porooa.  *•  Dnrf*«- 
Absorbent  ••  Ancient 


I: 


Soft 


W  Kacaot 


-♦»- 


VI 


VII. 


a.  Speart  and  prongt. 

a.  Method  of  acting  below  water. 
PuPAiATioN  n»  Markit. 
I.  DecompotUkm  of  what? 
a.  Cleaned. 

a.  Beaten.    Why? 
Dried. 

Where  MOt? 


3- 

4- 

Urn. 

I. 
a. 

3- 

4- 


MarkeU. 

Bathing. 
Hospital. 
Medical. 
Domestic. 


QUESTIONS— SPONGE. 

What  part  of  the  sponge  produces  the  fsg? 

What  do  we  mean  by  a  marine  animal? 

Do  sponges  attach  themselves  to  a  support? 

What  purpose  do  the  openings  serve? 

Of  what  aid  to  the  sponge  are  the  currents  of  water? 

Does  any  one  tube  extend  entirely  through  the  body  ? 

By  your  own  experimenting,  prove  that  a  sponge  is  light,  tough,  elastic, 
porous,  absorbent,  son,  etc. 

Why  may  sponges  become  a  source  of  disease?    What  is  the  danger  in 
cheap  spoo^? 

What  IS  known  as  the  fresh-water  sponge?    What  are  its  habits? 
■    Give  in  detail  the  methods  of  gathering  sponges. 

To  what  order  of  animals  do  sponges  bebng? 

What  are  the  ^eral  characteristics  of  this  order? 

What  other  animals  in  this  order?    In  what  do  they  rewmble  the  sponge? 

What  is  the  food  of  die  sponge  and  how  obtained? 

What  is  their  digestive  apparatus? 

What  are  the  dmnestic  uses  of  sponges  ? 

Of  what  use  are  th^  in  the  medical  profession? 


5.  Nocturnal  animal 

6.  Habits. 

7.  Food. 

8.  Home. 


BATS. 

I.    General  Descmption. 
I.  Size, 
a.  Cmistruction  of  wings. 

3.  Skin. 

4.  Eyes. 
II.    Classes. 

1.  Flesh-eating — ^Vampire  bats  and  common  kinds. 

2.  Fruit-eating. 

3.  Species— brown,  heavy,  big-eared,  leaf-nosed, 
ni.    Where  Found. 


QXJESTIONS. 

What  kinds  srt  eotmr^^m  to  jrour  vicinity?    Where  do  they  live?    What  do 
they  eat? 

Where  and  how  do  bats  hibernate? 


Where  ut  t^  flcsh^Hiur  teu  fo«iiid?    The  frak-«atiiif  r 

What  emUet  them  to  nyf 

Where  do  they  tUy  during  the  day? 

Of  what  uie  are  batt?  ...  ^    ^  ^    ^^    t        _i_»-- 

Why  do  baU  hang  in  cltutera.  head  downward,  daring  thdr  long  winter 

ileep? 

Corrdated  tubjecto :    Fox  bat,  vampire  bat,  and  all  common  kinds. 


QiNiKAL  Discumoif. 
Heart 
Blood 
Gilb 
Fins 
Scaies 
Eyes 
Vertebrse 
Bladder  or  sound 
Coloriiw 
(a)  Deep  tea 
I  Fresh  water 
Breeding  season 

a)  Where  laid 
'b)  How  cared  for 
c)  Number 


(d)  Young 

FiSHINO  iNDatTBin. 
United  Statea 
Great  Britain 
Canada 

Salt  Watml 

Shellfiah 

Seab 

Corals 

P«rls 

Whales 

Turtles 

Sponges 
Fish  Propu. 

Cod 

Herring 


Halibut 
Mackerel 
Haddock,  etc 

FtiSH  Watib. 
Sabmm 
Trout 
Whitdhh 
Sturgeon 
Eel 

Pickerel 
Bass,  etc. 

FuBiNo  Dcvicn. 
Drawnets 
Stake-nets 
Hooks 
Harpoons 


TEST  QUESTIONS. 

Have  fish  any  ears?    Any  heart?    How  do  they  breathe? 

Is  their  blood  waim  or  cold?  

What  salt-water  fish  is  able  to  swallow  other  fish  though  twKe  its  own  sue? 
Where  are  the  highly  colored  fish  found?    At  what  season  do  these  colors 
increase  in  brilliancy  and  beauty? 

How  many  kinds  of  fish  are  known  to  exist  now?    How  many  kinds  are 

How  do  deep-sea  fish  compare  in  characteristics  with  fresh-water  fish? 

Where  are  flying-fish  found,  and  why  their  name? 

Where  are  the  largest  sainnon  fisheries  in  the  United  States?  What  is  the 
average  weight  of  the  sabnon'' 

How  and  for  what  great  distances  are  fresh  fish  transported? 

When  are  the  richest  fishing  grounds  in  the  world? 

What  is  the  most  important  fish  taken  from  the  Atlantic?  From  the  Great 
Lakes?    From  the  Pacific? 

What  salt-water  fish  are  supplied  at  your  maiket?  What  fresh-water  fish? 
Name  three  of  each  kind. 

Name  five  jpecies  found  in  the  waters  of  your  own  neighborhood. 

Why  have  governments  been  careful  to  protect  and  encourage  fisheries? 

Tell  how  the  government  restocks  certam  lakes. 

In  what  country  is  fishing  the  most  important  industry?   Why  your  answer? 

Wlttt  ftmarkaUe  aist  is  attained  by  certain  sharks? 


Arts 


I. 

a. 

3. 

4- 

Food. 
Animal  Pood 
Gniiu 
Honey— <kw 
Parasites 


CoMMUNmn. 
Males 

Penuks 
Workers 
Special  workers  or  soldicn 

HOMU. 

Ant-hills 
Nests 
Tree  trunks 


m 


I! 


i»iU 


TEST  QUESTIONS  ON  ANTS. 

Does  the  niale  ant  do  any  work? 
WiMt  are  the  household  duties  of  the  female? 
What  is  dme  with  the  larvae  on  warm  days? 
Do  ants  tunnel  under  rivers  and  build  briwea? 
Of  what  does  each  community  of  ants  consist  ? 
Which  members  are  wingless? 
What  are  some  of  the  duties  of  the  workers? 
Why  are  some  of  the  workers  known  as  soldiers? 
Where  and  how  do  most  American  ants  build  their  nests? 
Do  they  require  food  in  winter? 
Why  <K>  ants  sometimes  herd  lice  on  plants? 
How  do  they  draw  the  sweet  fluid  from  these  parasites? 
What  are  some  of  their  acts  which  show  wonderful  intelligence? 
How  do  some  species  dispose  of  their  dead? 
Why  is  the  umbrella  ant  so  called? 
How  does  the  honey  ant  come  by  its  name? 

Name  some  of  the  peculiarities  you  have  noticed  in  your  (4>servation  of  ants. 
What  are  white  ants? 

Proportionately,  how  much  stronger  would  you  say  ants  were  than  some 
of  tlK  large  animals  like  the  bear,  the  elephant? 


AXIOBS  OF  ANTS. 

Tfca  biAikMHiy  sats  buitcIi  throng  tb*  for<>flt«  of  Cmtrsl  Airie*  la  snalM,  often 
■ntrsl  adlM  1b  laagth.  AIobk  th«  Ubm  are  ofieora,  who  keep  the  umj  io  order.  If  thex 
eone  to  •  pteee  mhen  there  are  no  trees  thejr  Imild  ondcrgnMind  tanneb,  for  thejr  cannot 
bear  tha  kaat  of  the  ma.  When  thsj  are  hmgrj  they  deroor  eT«7tUng  that  eomea  in  their 
way,  larg*  aalBals  at  well  aa  small,  and  the  negroes  run  for  their  Uvea.  Tbagr  will  not  toneh 
vegetable  matter,  bvt  vermlB  is  destroyed  instantly.  All  the  insset  world  Hies  before  aa  amqr 
of  this  kind. 

^IThan  thsss  nats  want  to  cross  a  stream  they  form  a  livinc  bridse  with  thete  own 
bodita  OTsr  the  watar.  This  is  done  by  a  great  number  of  anta,  each  dinging  with  bis  fore- 
daws  to  Us  BBit  Bslj^bor's  bo^.  Orer  tUs  UTiag  bridge  ths  whols  army  of  ants  manh 
in  order.  ^^ 

— 4U— 


OlOH\ 


Solitary. 

Mason-bee 
Carpenter-bee 

Coiony  or  Society. 

(a)  Honey-bee 

(b)  BumUe-bee 

>ize 

Color 

Shape 

Where  deposited 
(a.)  For  workers 
lb)  For  drones 
(c)  For  queens 

Time  for  hatching 


^'& 


Spbcibs. 
Honeybee 
Bumblebee 

SwonH. 
Number 
Queen 
Drones 
Workers 

Habits. 
Flight 

Honey  gathering 
Forming  new  swarms 


TEST  QUESTIONS. 

What  is  a  worker?   A  drone?    A  queen? 

Gnild  clover  be  successfully  raised  without  the  aid  of  bees?    Why  not? 

How  many  queens  are  there  in  each  swarm? 

How  many  eggs  does  she  lay  in  a  single  day? 

What  distinction  is  made  between  the  e^^s  that  give  birth  to  workfrs  and 
those  that  give  birth  to  the  drones  f 

Are  the  eggs  which  are  to  develc^  into  queens  laid  in  cells  differing  from 
the  odters? 

On  what  is  the  queen  fed? 

Why  are  the  drones  so  called? 

How  do  the  woricers  compare  in  numbers  with  other  classes  in  the  swarm? 

In  how  many  days  do  the  eggs  hatch? 

How  long  and  1^  what  class  are  the  larvse  fed? 

When  do  the  workers  seal  the  larva  up  in  the  cell  ? 

How  long  before  it  comes  forth  a  bee? 

When  is  a  new  queen  allowed  to  appear  in  the  swarm? 

What  becomes  of  the  old  queen? 

What  do  the  bees  do  in  the  winter? 

Food  of  bees : 
What  is  it? 
How  obtained? 
How  stored? 


Enemies  of  the  bee: 
I. 

3- 

4.  Name  them. 


What  plants  furnish  the  most  dainbh  honey? 


AK  SmDIT  01*  THE  BISK. 

A  mnaAabl*  tiird  foimd  la  MoIm  is  tiie  be«  maitiii,  wUdi  taa  •  iriek  of  raBag  up 
tlM  f wtkart  OB  tiM  tnp  of  ito  kead  iaio  tka  enet  aenblnMi  of  »  bawttfol  ftnw,  ud  iriiw 
to  dp  koMy  from  the  sappoMd  iownr  it  !■  outj^ad  np  bjr  tts  httd. 


K  bn  eoBM  sloiig  < 


—416— 


QUESTIONS. 
Bow  loogisAeall^tor  when  fifteen  j-earsoM?   When  full  wown  > 

"old  ^h^^^  **?r*  ?f.*'*  "  •»«»tor  and  livedtoTroo  year. 
CM,  What  Stage  of  growth  would  the  reptile  then  have  rearhM?    IW«^^i! 

'^H^Z'^^'^*^'^    '^  whaleTlSie^rtW    -fTcaiLl/^  ***  ■""- 
hatched?        ^  **^'  "*  ^'^  ^^  **  **™^*^    When  and  how  ate  these 

What  animal  does  the  alligator  resemble? 
Do  alligators  hibernate? 
What  is  the  disposition  of  the  alligator? 
Where  do  they  eat  their  prey? 
•      What  is  alligator  leather  used  for? 


TnL 


Corli 


From  what  species  of  trees  is  cork  obtained? 

In  what  countries  does  it  grow? 

How  old  must  the  tree  be  before  it  produces? 

oAXK. 

What  part  of  the  tree  yields  the  cork? 
U  the  first  stripping  the  best  quality? 
How  many  years  does  it  take  the  tree  to  grow  a  new  bark? 
iBit  the  outer  or  the  inner  bark  that  produces  the  cork? 
What  IS  the  thickness  of  this  bark? 
How  is  it  removed  from  the  tree? 
Uses. 

What  are  some  of  the  qualities  of  cork? 

Kii'JLfP"^'^  serviceable  for  the  stopping  of  leaks  in  vessels? 
In  what  other  ways  is  it  used?  «»«:». 

CuTTINa 

How  many  grades  of  cork  are  there? 

8lia*h"upf  *  ''°*  *°  ''"'^*  **'  *^^  ***  *""P*'  "^  °*  ^^  th«* 

H^»  !ir ^  !'r*''"''L**"!f  *  "T**  **'  *«  disc-shaped  knife  revolve? 
How  many  thousand  corks  can  be  cut  a  day? 
How  are  the  corks  sorted  for  shipment? 


Vabieties. 
Cherry  birch 
Black  birch 
Yellow  birch 
Paper  birch 


Bffd> 

Dwarf  birch 
Uses. 
Timber 
Furniture 
Fish  cades 


Hoops 

Wooden  shoes 
Paper 
Canoes 
Boxes 


QUESTIONS. 

What  furniture  have  you,  made  fnan  birch? 

In  what  continents  does  the  birch  tree  grow? 

Describe  its  wood.    Ite  hark. 

What  are  scrnie  of  the  uses  of  the  bark? 

Why  are  firiting  neU  and  sails  steeped  with  it? 

—417— 


How  is  the  oil  used  in  RcMtb? 

^t  S"ri^  ?SS.hiTtlfb^  W«n  whid.  1-di.a.  «-de  tbeir  c«k«.? 


EhSTWwrrKW. 
Asia 
Europe 
Africa 
Awtratia 
United  States 
Florida 


Tan. 

Hei^^ 
BrauQies 

Leaves 
Flowers 

Color 

Fragrance 

Shape 


FaoiT. 
Sliape 
Cobr 

Naf«b 
Blood  orange 
Russets 
Mandarm 


Harvest. 
Picked 
How 
Wlien 
Sorted 
Packed 
Shipped 


TEST  QUESTIONS. 
What  was  Ae  kind  of  orange  you  ate  for  breakfast?   Where  was  it  raised- 
in  Caaomia  or  Florida?    How  can  >-ou  tell? 

H^  many  kinds  are  kept  at  your  grocer's  store  or  ««»«»*   ™^,^- 
Laddne  at  the  color  illustration,  what  do  yotj  see  remarkable  about  it? 
^t^  of  the  apple  to  see  ripe  fruit  and  blossoms  at  the  same  tune? 
Why  does  the  navel  orange  recommend  itself  to  the  consumer? 
Of  what  coontry  is  tlie  orange  a  native?  -^  j      j   .^„  r«y. 

pLTwhat  SoSth  American  country  was  the  orange  mtroduced  into  Cah- 

Wliat  is  the  heieht  of  the  cultivated  tree?  .  ^  .,     ,.«.•  t, 

iKe  Ihrei  of  STmost  common  varieties    Describe  each  m  detail.    Which 

is  in  the  zreatest  tonand  in  the  United  States?  , 

Why  Utte  blood  orange  so  called?    What  is  a  mandann? 
wE  are  orange  blossSns  so  popular  with  brides  ontheir  weddmg  day? 
How  many  million  trees  are  found  in  California?    Ftonda? 
How  are  oranges  harvested,  packed,  and  shipped  to  maricetf 
What  can  y«i  say  of  the  orange  as  to  food  value? 


Hppk 


Tree. 

1.  Height 

2.  Bark. 

3.  Braiches. 
Leaves. 

1.  Sfaqw. 

2.  Color. 

3.  Size. 
Blossoms. 

1.  Color. 

2.  Fragrance. 

3.  Size. 

4.  Shoots. 
Uses. 

I. 
3. 
3- 
4- 


Fhuit. 

1.  Sixe. 

2.  Shape. 

3.  Cotor, 

4.  Skin. 

5.  Pu'P- 

6.  Core. 

7.  Seeds. 

8.  Cells. 
Vabieties. 

1.  Known  in  United  States. 

2.  Number  profitable. 

3.  Successful  in  any  one  locality. 

OBEOLESS  AND  CoKELESS  ApPLE. 

1.  Color. 

2.  Flavor. 

3.  Size. 

4.  Appearance. 

5.  Blossomless  tree. 


QUESTIONS  ON  THE  APPLE. 

To  what  family  does  the  apple  tree  belong? 

Of  what  continent  is  it  a  native  ? 

What  people  introduced  the  apple  into  England?    Into  the  United  States? 

What  continent  now  leads  in  its  production? 

How  many  barrels  will  one  tree  yield  in  a  season  under  fa^r^le  concK- 
ttoos? 

From  what  two  species  have  the  two  varieties  been  derived  ? 

How  many  cultivated  varieties  of  apples  are  known? 

How  many  cultivated  varieties  are  grown  in  the  United  States? 

How  many  of  these  are  profitable? 

How  many  varieties  are  successful  in  any  one  locality? 

Do  the  seeds  produce  the  fruit  from  which  they  are  taken? 

How  is  vinegar  made  from  apples? 

Name  five  varieties  found  in  your  orchard  or  in  the  grocer's  store? 

How  are  orchard  trees  prepared? 

What  is  grafting? 

What  states  have  the  largest  number  of  trees?  What  states  produce  the 
largest  quantity  of  fruit? 

Why  is  clover  sown  in  an  orchard  to  insure  a  ^od  crop? 

How  many  apple  trees  are  there  in  the  United  States  ?  How  numy  barrels 
does  the  yearly  cfcy  amount  to? 

Who  lus  succeeded  in  growing  the  seec&ss  and  coreless  variety  of  apples? 

What  is  peculiar  about  the  skin  of  these  apples? 

Why  is  the  btossomkss  tree  an  important  feature  of  this  variety? 

What  danger  is  removed  by  the  lack  ai  the  flower? 

What  are  flie  indications  that  tfie  see<flbss  apple  will  in  time  displace  all  the 
old  SMd-bearinf  varieties? 

pMcb 

Fainr. 

Classes. 

Size. 

Shape. 

Color. 

Skin. 

Stone. 
Distribution. 

In  U.  S. 

In  states. 

Amount  raised. 


n 


Fav(»able  Conditions. 

Sandy  soil. 

Sun.  ___ 

Warm  temperate  clisiite. 
Hakvbstikc. 

Ticking. 

Packii^. 

Shipping. 


TSEB. 

Sue. 

Shape. 
Height 

BL0SS0U& 

Cokv. 

Shape. 

Form, 
Leaves. 

Size. 

Shape. 

Color. 

QUESTIONS  ON  PEACH. 

To  what  fruits  is  the  peach  allied  ? 

In  what  country  is  it  most  extensively  cultivated?    In  what  climate  does  it 
thrive? 

What  sections  of  the  United  States  are  best  adapted  to  its  cultivation? 

Is  any  Tther  fruit  raised  more  abundantly  in  this  country? 

Into  what  classes  are  peaches  divided?    What  characterizes  each  class? 

Describe  some  of  the  different  kinds  of  peaches  you  have  seen  or  eaten. 

In  what  ways  is  this  fruit  used? 

Name  the  peach  growing  states  in  the  United  States.    What  state  erows  the 
largest  quantity? 

—419— 


Where  are  otttkh  fasm  ct^ilulied  ia^ttie  Uaited  Stutet? 

For  what  purpose  are  Ae»e  UnoM  eitabM^?  ..    _^-^i 

What  is  tbT w5toe  of  ostrkii  f«tl«r»?   Whjr  are  they  ao  fWi^ly  pmed! 


I.    DtsaupnoN. 
I.  Size. 
3.  Structure. 

3.  Appearance. 

4.  Characteristics. 
II.    Uses. 

I.  Hunting, 
a.  Protection. 

3.  Gnnmercial  purposaa. 

a.  Leather. 

b.  Miscellaneous. 

4.  Transportation. 
III.    Classification. 

I.  Wolf  Dogs. 

a.  Newfoundland. 

b.  Eridnio. 

c.  St.  Bernard. 

d.  Shefrfierd. 
a.  Watch  Dogs. 

a.  German  boarhound. 

b.  Danish  dog. 
c  Matin  dog. 


a.  ScxAdt. 

b.  Italian. 
c  Iridi. 

d.  TuikidL 

e.  Rmsian. 
,  Hounds. 

a.  BkmAotnids. 

b.  FokIiouimI. 

c.  Staglionnd. 

d.  Setter. 

e.  Pointer. 

f.  Spinifl. 

g.  Poodle,  etc 
.  Cur  Dogs. 

a.  Fox 

b.  Skye  terrier. 

c.  Seoadi  tetrkr,  etc. 
i  Maatiffs. 

a.  Bulldog. 

b.  Pttg*#og,  etc 


QUKTIONS. 

Where  are  wfld  dogs  fonwi? 

Why  are  bloodhounds  so  lamed?       ,  _.  .     ^.     ,  «.,, 
Wlttt  wnarkaMe  intelligence  is  dnptayed  by  the  co&e?  ^^. 

What  oAer  animaia  ate  inchided  in  the  type  to  which  the  dog  Wongs? 
How  do^«rcm«tee  with  other  animals  in  affection  and  mtelligence? 
mTch  f«JS  ^db^fammhes  the  largest  specfanen?    Wliat  n  its  weight? 
From  what  does  the  St  Bernard  derive  >ts  wme? 

What  nse  did  the  monks  rfSt.  Bernard  make  f.^J°^       ,.,    ^^^ 
How  was  the  Newloi—ltaHi  dog  made  use  of  m  h»s  native  tod?    What 
.resomeof  his^rongpoin*?    Why  does  he  make  a  good  watch  dog  ? 

w£t  gr«t  &^»h  p«nter  ^  the  Newfoundland  dog  as  a  subject  for 

"•'  °vJ^'Srm^?tS-i"1'rsi.ins  of  shepherd  dogs?    Wl^tpoint, 

show^tiaAipted  to  outdoor  life?    Of  what  assistamx  .s,t  to  the  shepherd ? 

mat  is  theri«  and  build  of  the  Eskimo  dog?    Of  what  use  is  rt  m  the 

Arctic  rcBJons?    How  many  miles  a  thnr  an  it  «««»?^__    .,    u.^  ».     „,„, 

What  is  the  most  dist«eiisbmg  featnre  of  the  grexhound?    Has  the  name 

nov  reference  to  its  cokw?    From  wtart  a  me  lamw  denvear 

■  wST^lSeSd  "enae  marks  the  diSmnee  between  the  hound  and  the  grey- 

^""""which  shows  the  most  afiection  for  nnn.  tie  snwoOMiairw  or  the  rpugh- 
faaired  variety? 


3.  Raw  Silk. 

a.  Why  and  when 
washed? 

b.  How  wound? 
c  How  assorted? 

4.  Throwing— Necessary    be- 
fore weaving. 

a.  Spinning,  twisting, 
reeling. 

b.  Usually  done  by  ma- 
chinery. 

c.  R^uhtUMi  of  twist 

d.  Single. 

e.  Sewing  silk. 

5.  Doubling. 

a.  Tram  silk. 

b.  Threads  twisted  in 
one  direction. 

6.  Oiganzine. 

a.  Threads  twisted  in 
opposite   directions 

b.  Hard  silk. 

7.  Weavii^. 

a.  Modes. 

b.  Peculiarities. 

c.  Intricacies. 
&  Waste  Silk. 

a.  Consti^  of  what? 

b.  Processes. 

c.  Use. 

COUNTHISS. 

1.  Saw  Silk, 
a.  China,   Japan,   Italy, 

France. 

2.  Manufactured  Silk, 
a.  France,  Germany, 

Switzerland,  Uaited 
States. 

CbcoRED  Plate. 

AstmciAL  S11.K. 

1.  Composition. 

2.  How  produced. 

3.  Vake. 

4.  How  tjUeuaiveiy  used? 

QUESTIONS. 

Tom  to  the  color  illustration  and  follow  the  deveiopraBBt  of  this  mafol  » 
sect  tftrougfa  its  life.    What  do  you  see  remarkable  about 

Give  te«e  reasons  why  silk  is  more  expeimve  than 

?*3t??t  ^Tc  insterisl?  inade  fr?S:  Srik  n;  yosr  hunic. 

What  pet^e  origniated  the  si9c  mdustry?  Aic  tbe  pnple  of  Ais  OBnatrr 
stiU  engaged  ia  it? 

—481— 


I.     SIUCMOTR. 

I.  Description, 
a.  Body. 

''•  I:^- 

c  Wmgs. 

d.  Number  of  eggs. 

II.    Siut  Worms.    (Wild.) 

in.    Silk  Worms.     (Culture.) 

I.  Eggs. 

a.  Number. 

b.  Deposited  when? 

c  Temperature  for 

hatching. 

d.  Time  of  incubation. 

2.  Caterpillars. 

a.  Early  appearance. 

b.  Care. 

c.  Food. 

d.  Development 

e.  Casting  size. 

f.  Body. 

Segments. 

Legs. 

^  Mouth. 

h.  Color. 

3.  Cococm  Development 

a.  Racks. 

b.  Tubular  g^nds. 

c.  Spinneret                        ,, 

d.  Time.                               V 

e.  Lo^  of  thread. 

f.  Handling. 

Time  required. 

Prevention  of. 

g.  Proportionate  weig^ 

in  silk. 

4.  Origin  of  Industry.                -^ 

IV.    Makufacture.                             VII. 

I.  Unwinding  cocoons. 

a.  Reeling  silk. 

a.  Description  of  proe» 

ll- 


#'' 


r«   -^ 


i'i'^rlJM^^;:.  'J.i 


What  i«  the  let«A  of  thread  famldMd  hy  a  cowon?  For  what  p«t  of  a 
•^mfa^'Ste  cocooM  intended  for  rilk  pernutted  to  h.^^    How  i. 

^  ?5S?".Siy  pounds  of  cocoon,  are  required  to  yield  one  pound  of  raw  «lk? 
How^ypound.  of  cocoon.  wiB  an  ounce  of  .ilk  worm.'  egg.  produce  ? 

hT  aSTSe  eggs  hatched  artificiaUy?  What  teim^rature  is  "•"^'y? 
What  is  the  time  rehired?    What  is  the  food  given  an<f  how  prtgmttA} 

During  the  catwpillar  stage  of  eight  weeks  W  many  tunes  doe.  the  worm 

"*"*  Ho^^y  leg.  has  the  cafcrpillar?   Wlih  wh^  «  «<««  J»"^?        j. 

When  does  the  caterpillar  become  lazy  and  refuse  to  eat?  When  doe.  it 
begin  to  spin  its  cocoon?    How  long  does  this  take?  fc.^.^„„> 

What  are  the  leading  silk-produong  countries?    Silk  manofacttiring? 

What  people  have  been  the  most  ingenious  in  the  mventioo  of  loom.? 

What  is^ficial  silk?  How  U  it  made?  How  doe.  it  compare  with  nat- 
tual  «lk  in  durabihty?    In  beauty? 


C0I«1 


I.     DimffTlOM  AKD  DESdlPTIOV. 

n.    Forms. 

1.  Tree. 

2.  Organ  pipe  coraL 

3.  Brain. 

4.  Reef. 

a.  Where  found? 

b.  G>nstraction. 
e.  Characteristics, 
d.  AtoU. 

m.    Coixms. 

1.  Pure  white. 

2.  Pink. 


IV. 


V. 


VI. 


3.  Red. 

4.  Blade. 

COKAL  FlSHBRIBS. 

I.  Locatkjn. 
a.  Metfwds. 
Commercial  Vauje. 
I.  Jewdry. 

a.  Necklaces. 

b.  Othor  ornaments. 
Marxbts. 

1.  Nafries. 

2.  Gowa. 


QUESTIONS. 

What  enables  the  coral  iMect  to  cling  to  the  rock  and  draw  food  into  its 

'      What  part  of  the  insect  becomes  a  contribution  to  the  coral  formation? 
What  w  coral?    What  is  a  polyp? 
Why  is  the  tree  coral  so  called?    How  is  it  formed? 
Describe  the  organ  pipe  coral.       ..._,.  ^  -   ,  ., 
Which  species  of  coral  is  most  widely  distrftutedf 
What  b  interesting  about  the  brain  coral? 
Which  varieties  are  prized  for  Jewelry? 
Where  are  these  varieties  found? 
Off  what  coasts  are  coral  fisheries  mamtowed? 
What  two  cities  are  the  chief  centers  of  ttie  coral  industries? 
Wtat  determines  the  value  of  ca»«l? 

Why  is  it  that  the  coral  polyp  aever  builds  to  the  surface  of  ike  water? 
How  are  the  tqjper  portiow  of  *e  reef  b«lt  up? 

Why  do  coral  reef.  talK  a  circukr  form.'  _, .      ^  .„.,? 

HoW  do  we  know  that  the  coral  polyps  have  bea  woripng  «t)r  »Miy  ages? 
CwreSed  subjecte:    Coral  FiA.    C«al  Sea.    Coral  Tree.    Atolk 


eUfhunt 


II. 


Dbscuptioh. 
X.  Size. 

a.  Heisht. 

b.  Wewht 

3.  Physical  Constructioa. 

a.  Lanbfl. 

b.  Head,  neck. 

c.  Trunk, 
d  Skin, 
e.  Tusks. 

3.  IntellijKnce. 

a.  Teachableness. 

b.  Keen  memory. 

4.  Disposition. 

a.  Timid. 

b.  Obedient 

c.  Patient. 

Species. 

1.  Asiatic. 

2.  African. 


III.  Haiits. 

I.  lives  how?    Where? 

a.  Rarely  bred  in  domesticity. 

3.  Great  swimmer  —  delights 

in  water. 
4-  Food. 

IV.  DOUESTICATIOK   OF   THE  ELE- 

PHANT. 

I.  Plan  of  capture, 
a.  Methods  of  training. 

V.    Uses. 

I.  Beast  of  burden. 
a.  War. 

VI.    Vauje. 

I.  GMnmercial. 

a.  Ivory. 

b.  Menagerie& 
C.  Training. 


QUESTIONS  ON  ELEPHANT. 

How  does  the  elephant  compare  in  sire  wi':h  otfier  animals? 

How  does  the  Asiatic  elephant  differ  from  the  African? 

Why  is  the  African  elephant  seldom  seen  in  captivity? 

What  is  the  greatest  height  to  which  elephants  attain?  What  is  their  usual 
he^^? 

What  is  their  weight?    Describe  the  body.    The  legs.    The  toes. 

What  is  the  most  remarkable  feature  of  the  elephant?  What  is  peculiar 
about  the  dcin? 

What  use  does  the  elephant  make  of  its  trunk? 

Wlgr  are  the  tudcs  v^uable?    How  much  do  they  weigh? 

Is  the  elephant's  brain  large  or  small  in  proportion  to  the  size  of  its  body? 

How  does  the  elephant  compare  with  other  animals  in  intelligence? 

Which  ones  separate  themselves  from  the  herd  and  live  solitary  lives? 

Why  are  these  called  rc»ues? 

In  what  ways  are  wild  elephants  caught? 

How  are  trained  elephants  used  in  capturing  wild  ones? 

What  great  warrior  had  with  him  an  army  of  elephants  when  he  mvaded 
Italy? 

In  what  country  have  the  animals  been  used  to  the  greatest  extent? 

What  part  do  they  take  in  occasions  of  pomp  and  disfday? 

How  are  they  of  use  in  lumbering? 

INTEBESTINQ  FACTS  ABOTIT  THE  ELEPHANT. 

Ts  j-.'ra  ••™t!!C3=  tt>  Wast  Wssli  bt  oiherwiso  as  iBsapportabie  Wiigkt,  ib«  eraaia! 
htaum  coikUiM  rnvmrnvM  large  air  eelto.  ^^  ' 

Elepkaat  feet  an  eoarfdMcd  a  great  deliaaey  by  aooie  Afrleaa  trlbM. 


'iLl 


m 


'ir>v 


t.    GntOAL  DuatiFTioir. 
I.  Constractiun. 

a.  Head. 

b.  Bocb. 
C.  LimM. 

f.  Fur,  ete. 
a.  Habit*. 

a.  Home. 
Winter. 
Summer. 


n. 


HI. 


h.  Hibemstioa. 

c  Care  of  youmg,  etc 

3.  Food. 

4.  Diqwaitioa. 
ShcibSw 

I.  Nmw  MTcn. 

a.  Characterittica. 

b.  Where  found. 

USBS  AMD  VaLUB. 

I.  Food. 
3.  Fur,  etc 


TJBII  or  THB  BIAS. 

Tfc«  MtlvM  of  Ittinliftfc*  tn  iad«M«d  to  tko  bow  **r  muj  tfcliigt  wWok  to  a»m 

4^!»!^^rbrn«  HCLloiL  ooTOriott.  boBBOto  ud  ibiraa  on  aado  from  tho  okis;  tko 

SL*  ta  SSSf  to  iLaT  M  rSo^rSt?  Solit«ttaoo*«w«ood  a.  •  MibtUtirto  f«  «tai 

SrtiSdo'!!^*^  S^^lrS-ttotiBt'tho  f«o  fro.  tko  H«o  of  th.  ««5  tko  .komdor 

bU4oo  MO  uMd  for  teytkoo  to  wt  grw»  — Ifortofc 

QUESTIONS. 

How  doe«  the  weight  of  a  jrixxly  bear  compare  with  that  of  a  horM?  A 
cow?    How  doe«  the  grixily  differ  from  other  jrinds  of  bear? 

With  what  other  animals  have  bears  many  featum  m  common? 

Why  does  the  body  of  tfw  bear  wear  more  bu&y  than  it  re»"y  "' 

Inwharwardoestheb<»ruieit.^aws?  What  is  pecuhar  about  the  move- 
ment of  bears?    Where  do  ^y  usually  mrice  their  homes? 

Which  species  live  abnost  «itirely  on  fish? 

In  what  wavs  is  the  bear  of  commercial  value? 

Hoi  doTSe  pSr  bear  differ  from  afl  the  others?    Why  are  itt  feet 

''^/Srich  kiS*of  b«r  would  it  be  most  dangerous  tor  you  to  meet  on  a  hunt- 

"**^  Ifoi  could  you  easily  idertify  the  spectacled  bear  were  you  traveling  in 

the  Andes?    Why  so  called?  ,,^  ^         1.        *„    j»    iiru 

How  could  you  teU  a  hooey  bear?    Where  are  honey  bears  found?    Why 

*°  What  suedes  of  bear  would  you  find  on  a  Iwnting  trip  mto  ooftheni  Michi- 
gan? IntuiSnada?  Into  the  Rocky  Mountain  regions?  Into  Kadiak  Island. 
Alaska?    Into  the  Arctic  regions? 

Which  species  is  the  most  wid^>read? 

Where  is  the  hamt  of  the  barren-ground  bear? 

Why  is  the  Kadiak  bear  so  called? 

CmmCmc 


I.    Whesb  Found. 
I.  Native. 
a.  Cultivated, 
n.    Description. 
I.  Tree. 
3.  Fruit. 

a.  Ptxb. 

b.  Seeds. 


III. 


IV. 


Prodocts. 

I.  Cocoa. 

a.  Chocolate. 

3.  Cocoa  Butter. 
Uses. 

1.  Drinking  purposes. 

a.  Confections. 

3.  Medicinal. 


QUESTIONS. 

%  wtat  proccM  is  tbe  caamercU  dieeolirtt  nwde?    Cocoa? 

Where  urc  tfim  artldM  «Md  iMfely  m  •  beverage? 

whit  k  die  commerckl  iwportmce  of  each? 

What  per  cent  of  iM  do  the  acedt  contafa? 

What  denent  does  dioeolale  eontui  that  ii  lacking  in  cocoa? 

How  ia  cocoa  batter  tiscd  medicinally? 

DcacrAe  the  pod    How  many  wed*  does  it  contain? 

Give  praparauon  of  chocolate  for  ahipmoit 

What  is  the  helg^  of  tfic  cocoa  tree?    What  are  the  uses  of  cocoa  butter? 

Fint  used  in  what  country?   What  is  the  size  of  the  cocoa  bean? 

Why  are  the  beans  roasted?   How  are  the  nibs  reduced  to  paste? 

How  is  tbe  paste  prepared  for  use? 


I.    Whiu  Founix 
I.  Native. 
a.  Cultivated, 
n.    DascumoN. 
I.  Tree. 

a.  Name. 

b.  Height 

c.  Leaves. 
a.  Fruit  or  nuts. 

a.  Size. 

b.  Shape, 
c  Husk. 

d.  Meat 


III. 


IV. 


e.  Milk. 

f .  Food. 
PaooucTs  OF  Ntrr. 

I.  Oil  (cocoanut  butter). 

a.  Soap. 

b.  Candles. 

a.  Cups,  ladles,  etc. 
PaoDUCTs  OF  Tant 

I.  Food— bud  at  top  of  tree. 
a.  Sap— wine. 

3.  Leaves— to  thatch  cottages. 

4.  Fibers — ^mats,  cordage. 

5.  Trunk— boats,  timbers,  etc. 


QUESTIONS. 


What  part  of  the  tree  is  made  into  wine?  To  what  practical  uses  has  the 
tree  been  put?    The  cocoanut? 

Why  is  the  fluid  within  the  nut  called  milk?  What  is  made  from  the  trunks 
of  dte  trees? 

When  do  the  trees  begin  to  bear  fruit?  How  kmg  do  they  icoirtinue  to  pro- 
duce? 

For  how  many  ynrs  does  the  cocoanut  tree  continue  to  bear  without  any 
attention? 

How  has  the  tree  distributed  itself  to  the  tropical  islands?  What  ate  some 
of  the  things  made  from  the  fiber? 

What  are  tiw  principal  uses  of  the  shdls?  The  oil?  Tbe  fruit?  The 
leaves? 


il 


I.     VAUBTin. 

I.  LongiDieroriMMHidcal* 

ton* 
a.  Short  fiber  or  opfattd  «•• 

too. 
It    WhebbRaimd. 

I.  United  States. 

a.  Sections. 

a.  Foreisn  Couatriet.  VL 

b.  Names. 

m     PLAMTlMa 

I.  Methods.  yii 

a.  Rows-distance  ttpixt.    vii. 

b.  By  what  means, 
a.  Season. 

IV.     Ctn-TIVATIOM,  VIII. 

»•  Soil.  .  „  . 

a.  Sandy  loam-^ime  and 

pliosphates. 

b.  Heavy   rainfall   while 

pUnting. 
a.  Dry  season,  to  mature. 
3.  Temperature. 

a.  Not  less  than  a  mean 

annual  temperature    ,^ 

of  60  degrees. 

V.     HAKVESTINa 

1.  Time. 

a.  Burstmg  of   pods   or 

bdls.  X. 


a.  PIdnd  by  hind.  All  both 
aot  r^  at  mim 
time. 

1.  Stat  to  gin  house.  ^^ ^ 

a.  Seeds  removed  by  cot- 

ton gin. 

b.  Pressed  into  bales  of 

500  lbs.  eadi. 

SsAVom,  Raw  M  atbual. 

I.  United  States, 
a.  Foreign. 

Factoriis. 
I.  United  States, 
a,  Foreign  Countries. 

Pkooucts. 
I.  Cloth. 

a.  Clothing. 

b.  Household  furnishings. 
Cottolene. 
Fodder  and  Fertilizer. 

a.  Seeds  from  which  oil 
has  been  pressed 
ground  into  p-'wder. 

HiSTOKY  AKD  GbOWTH  irf  COT- 

Tow  Imbustiv. 

a.  Domestic. 

b.  Foreign. 

CoLoaiD  Platb. 


a. 
3- 


QUESTIONS. 
What  eight  states  kad  in  cotton  production?   What  sUtes  make  up  the  tot- 

*■  *!jf$50  per  bale  how  doe.  the  cotton  crop  in  the  United  States  compwe  in 

ss:  'ihat  .fiSTS^a^^ttS;'^^^ 

"™wS«  aSrSSL  was  cotton  fiut  planted  in  our  country?    What  countries 
raise  the  world's  suw)ly?  

^How  are  cotton  ««d.utilixed?   What. ',  *he  ^5^t  of  a  We? 
How  much  of  the  world's  cotton  is  raised  m  the  ^^^J^tatesf 
Name  five  materials  made  from  cotton  found  m  your  home. 


m 


♦ii' 


'riAs- 


4    :.i  1,11V. 
5.  Co!lc»r. 

*   'It  •-. 

'^  ?-M  f-i    ..'4: 


% 


.-*■'' 


)I  ION 


10.  Sl*in«imr   Fra»r.r 


1  I     Ijnt.v.; 


MICIOCOfV   RBOWTUN   TBT  CMAUT 

(ANSI  ond  ISO  TEST  CHART  No.  2) 


A 


/APPLIED  IM/OE    Inc 


p^        1 653  Eait  Main  Strv«t 

-=        Roch«t«r.  New  York        14609       USA 

(716)   482  -0300 -Phone 

(716)   288-5989  -  Fo* 


CoUott 

I .  I  xjnf  ^l*r  or  sea  isl.inJ  ^-a- 
i  m. 

s.  Shoit  tibr  OT  upland  cot- 
ton, 

1.  ^'nited  Suites. 

A.  Sections. 
J.  Forfigii  Cor.rtfics. 
•    b.  Namfs. 
112.     PiA:,TiNa 

a    Rows — cUstance  ap.'rt. 
b.  By  wh.^t  itieaiis. 

jfV-.    0:L7i\.ytsos. 
t.  Soil. 

a    S^•^JldJ•  Joatn— I'lTi'?  and 

I    :l<t..',j    raisif^''    -■,■'■  ■'<!; 
planting 
i.  Ihj  ieawn.  to  ni-iwir. 
3.  Temr^rattire. 

a,  Not  k'is  thar,  a  ns^an 
annual  lomiifirature 
kif  t'xj  dcgrev*. 

V.      JlAKVFiilfNG. 

I,  Tiiue. 


\-L 


s  .< 


V  1. 


.A. 


Bursting 
boils. 


r.-'. 


2.  Picked  by  liand.    All  boU. 
not    ripe    at    samr 
u;ne. 
i  Seni  lo  gin  hou'^^e. 

a.  Si^-U  rann'<fd  by  co»- 

;  :  .  gin. 
h.  Vrt.^M:4   into  ba'    •   •  i 
-•'II'  lbs.  caclj. 

■^iu-./'uSrS,    f<A^V    MvlERlAl.. 

>     Vint?d  Slate-t. 
i-orc  f^n. 

■  ]  Slates. 
_    ;  yi •  yjo  Ci mutries, 

a.  C))th:ng. 

b   Hou«-.hi)l(i  furni>b.r;.- 

.Lf  ind  Fertilizer. 

i      J.  htfrli  from  whk! 

has     been     p  ' 

)i,'i-0'.ind  inl...  pC'*  .   ., 

ihsTfkv   \Nr  Gkuwtr  of 

TON    TNOt!STHV. 

a.  Doincstic. 
t).  I'brctgn. 

CoLORET)  Plate. 


oi;T^Tt<i?;s. 


ieai  I 


Whar  cij^'.ii  .  ? 
ten  beir? 

\t  $50  ;;er  bale  how  ■ 
with  i\K  >--  r;i  crop  at 


i..t  Jiati'*  niake  up 


«ak^ 


c-cs  rnf  fo'i.i::>n  ;r"P  m  t'iu-  Unilvt?  States  ":otT\:r.      ' 
50  cents  pi-r  bushi;!? 
Whicli  varift\'  <.■>  fottn  i  1.,  tno-.l  extcnsivtly  cr.ltiva'.ed  in  the  United  -St.ue 
What  !s  the  average  height  of  the  nplsnd  plant?    Oi  the  sea  i.siand' 
From  what  does  thf  sea  island  c;:-!v«n  take  its  ranie? 
When  and  hf.w  are  cctlcn  ser'h  sov.n?     i^ow  ij.  cott>n  ciilt'vate<l? 
ilo-v  Ume  nner  the  flowtriiig:  has  c<!r..t»cn(.<!:d  imiii  the  seeds  op«n.^     , 
HoH  is  oKtoiJ  hanested?    flow  is  cAtion  separatcl  from  tlie  uceii   - 
Wtiat  k  tht  Udt'st  cfttton-growinK  country  ?     Who  introduced  i'.     -  . 
shr'h  inru  Curojx  "-■ 

Where  Km\  wlun  wa.-,    of, in  lirst  [.'anted  in  our  country?    What    -aT! 
raise  the  wnrld's  supply  ? 

W'br.t  are  r?nr  'ending  cotton  j-orts? 

•2-11-;  :\f?ect  the  prnfltiction  'f  co 


Ilow  did  tl>e  iirveiitioH  'H 


the  (xt 


iKr-' 


Who  un-erted  the  cotroii  gin  ?    In  -^'hat  form  is  the  cotton  sent  to  the  l^ 


rcr ' 


Hov,  are  cotton  seeds  miiized?    What  !<  the  weight  v>f  a  bale? 


Il.-v 


..v,^!.4'. 


J  carl    l»» 


*h<.   TTn;»<.<4   'ilatPt? 


Nam"  five  materials  made  fron?  cotton  fovmd  in  your  home. 


.-128— 


1,  Shipping  Cotton.        ♦,  Cotton  Plant 


6,  Cotton  Fiber. 

7t  Boll  open. 

t,  CottOHMed  Meal. 


9,  Cottolene. 
10,  Spinninc  Frame. 


II,  Loon. 

U,  Gin  and  Freak 

U,  Cotton  Field. 


I        i 


1 

1 

IP 

J 

^^^m 
^^H 

i 

~^^flM^I 

^fog 


I.  Tadpole. 

Young  frog. 
'  I.  Description. 

a.  Head. 

b.  Tail. 

2.  Transformation. 

a.  Body. 

b.  Mouth. 

c.  Gills. 

d.  Legs, 
f.  Tail. 

3.  Food. 


I. 
II. 


II.  Matukb  Frot 


1.  Where  found? 

2.  How  breathe? 

3.  Movements. 

a.  Water. 

b.  Land. 
4-  Food. 

5.  GMnmerdal  value. 


Cm4 

I.  Tadpole. 

Young  toad. 

1.  Transformation. 
(See  Frog.) 

2.  Food. 
II.  Mature  ToAa 

I.  Description. 

a.  Where  found? 

b.  Color. 
t.  Warts. 

d.  Species. 

e.  Food. 

Kinds. 
Mode   ^i 
taining. 

f.  Movements. 

g.  Uses. 

Pet. 

Destroys    i  n- 
sects.  VIII 

h.  Poisonous? 

QUESTIONS. 


in. 

IV. 
V. 


Ob-  VI. 

vn. 


UxMd 

dshmition 
Descuftion. 

1.  Limb*. 

2.  Body. 
?.  TaiL 

4.  Qands — pecul- 
iarity? 
Species. 

I.  Number? 
Wr.-:jie  Found. 
Focx). 

1.  Ve|;etable. 

2.  Anunal. 
Habits. 

FAMIUEt. 

1.  Sldnks. 

2.  Geckoes. 

3.  Iguanas. 

4.  C^meleons. 

HEU»«ItlIA. 

1.  Gila  Monster. 

2.  Heioderma. 


By  what  means  does  the  toad  procure  its  food? 

What  is  the  breeding-place  of  the  frog  and  toad? 

How  does  the  food  of  the  tadpole  differ  from  that  of  the  mature  frtw?  The 
mature  toad?  ^ 

How  are  frogs'  l^fs  r^arded  as  a  food?   To  what  industry  has  this  led? 

Why  are  the  toad  and  frog  classed  as  amphibians? 

What  becom*s  of  the  tail  of  the  tadpole? 

Of  the  following  points  mention  those  that  arc  common  to  bodi  the  toad 
and  die  frog,  and  those  in  which  they  differ:  Home,  appearaace,  tadpole  stase. 
construction,  breeding  and  food.  * 

In  wluU  respect  does  the  lixard  resemble  the  frog  or  toad  ?  In  what  tetoects 
do  they  differ?  *^ 

What  climate  is  adapted  to  the  lizard? 
What  is  their  food? 

Do  the  youn^  resemble  the  mature  lizard? 
Why  is  the  lizard  classed  among  tfie  reptiles? 
How  many  species  are  there? 
What  is  the  Gila  n-onster?    Where  fornd?    Why  dreaded? 

A  QUEER  LIZATID. 
la   Australia  is   fomtd   the   Mlled   Usardabont  two  feet  lone  iiMluding  its  tail     Tb* 
looM  skill  alMot  its  tixomt,  it  can  b/  aoinepeeiiliarity  n«et  to  look  lika  Um  bioad  laM 
eoUait   of    Qnem    Eltiabeth'a   time.     Wheafrii^teiied  or  startled  this  lisard  lisM  on  its 
bind  legs  and  jomps  like  a  kaDgaroo. 

— «27— 


4! 


I 


DncuPTioii. 
Head. 

a.  Cateipillar. 
Definition. 

Antentae. 

Number  of  aegmeaU  or  ringt. 

Eyes. 

Number  of  1^. 

Tongue. 

Covering  of  body. 

Thorax. 

Number  of  eyes. 

Lep. 
Wmgs. 

Movements. 

Food. 

Number. 

3.  Chrysalis. 

Structure. 

4.  Insect. 

Abdomen. 

Classification. 

Color  and  Size. 

Known  Species. 
In  the  world. 

Male. 

In  United  States. 

Female. 

In  your  neighbrrhood. 

Temperate  regions. 

American  Families. 

Tropical  regions. 

Brush-footed. 

Life  History. 

Metal  marks. 

How  and  where  hid. 

Blues. 
Swallowtails. 

Time  required  for  hatching. 

Skippers. 

In  cold  countries. 

Coppers. 

In  tropical  climates. 

Hair  streaks. 

QUESTIONS. 

What  protection  does  nature  provide  the  butterfly? 

How  many  thousand  kinds  are  known  in  the  world?    In  the' United  States? 

In  wlut  three  ways  do  butterflies  differ  from  moths? 

Where  are  butterflies  found  whose  wings  measure  eight  inches  from  tip 
to  tip? 

How  many  legs  has  a  butterfly?    How  many  wings? 

To  what  part  of  the  body  are  the  legs  and  wings  attached? 

On  what  do  butterflies  feed?    How  i&  their  food  obtained? 

Name  the  five  different  families  under  which  the  North  American  butter- 
fliet  are  classed. 

How  do  the  species  of  the  tropical  countries  compare  with  those  of  the 
temperate  latitudes? 

How  and  where  are  the  eggs  deposited?  What  is  the  period  of  incubation 
in  warm  countries  during  the  summer  months?    In  colder  countries? 

Do  caterpillars  ever  eat  flesh? 

What  is  the  duration  of  the  larva  stage  in  temperate  climates?  In  cold  re- 
gions? 

In  how  many  ways  do  caterpiU:   3  attach  themselves  to  leaves? 

How  does  the  insect  breathe  in  the  pupa  state? 

How  long  does  the  pupa  state  continue? 

'tlhat  is  the  appearance  of  the  imago  when  it  comes  out  of  the  chrysalis? 

Mow  long  before  it  becomes  perfect  and  is  ready  for  flight? 

What  is  the  bnt-known  species  of  your  ovm  neighborhood?    Name  three. 


TEST  QUESTIONS. ON  OWL. 
How  were  owls  regarded  in  olden  timet? 

What  bird  was  ucred  to  Minerva  and  mentioned  frequenUy  in  literature? 
Is  the  owl  entitled  to  the  wisdom  its  look  eivei  it?  wraiurer 

What  ts  characteristic  of  the  owl's  body? 
of  w5do!Ii*?*  P**"'**""  '"**''  'o"n«t»<»>  ■•»«t  the  eyes  is  due  the  owl's  credit 
What  is  peculiar  about  the  o-l's  fli^t? 
i        In  what  respect  are  the  ov!'s  toes  similar  to  the  human  hand? 

ANIMALS, 
very  riSjly"'^  h"  eyes  on  the  ends  of  its  horns,  has  one  foot  and  moves 

u^2J^^'  ;?^**«"*  *°,«n«'»  o'  your  county,  wild  or  domesticated. 

WhaXt,^l.«    ♦i?*ir'"  '""•'*'  ^°'^'  ^^  ^*"  "k  trees  and  build  dams? 
wnat  feature  has  the  beaver  m  common  with  the  bee? 

consiK'by  ^*nS^.r  "*  *°™''    "°*  '"^^^  "  '''    ««*  "  '^  «"»» 

wKat';5:rd";2w*^*s;is; :«?  *"'  '"'^ ""  °""  •"^^•^^  «*- "« *° 

In  what  way  is  the  earthworm  of  great  help  to  the  farmer? 
What  IS  a  common  practice  of  the  fox  at  time  of  capture? 
How  do  you  pronounc*  "toyote?"    What  is  its  size? 
Where  are  gorillas  found?    What  do  they  eat? 
Why  has  the  dolphin  been  celebrated  by  poets? 
What  are  anthropoid  apes? 

In  what  particular  attitude  do  bats  remain  thrcirii  winter? 
To  what  uses  is  the  buffalo  put  in  India? 

-..jyHU'  **  average  burden  carried  by  strong  camels  and  their  rate  of 
speed?    What  »  the  usual  length  of  a  camel's  life? 

Where  is  it  supposed  that  cats  were  first  domesticated? 

In  what  counti7  are  there  no  deer? 

When  does  a  dog's  growth  cease  and  what  is  the  highest  limit  of  dog  life  ? 

What  are  the  metaods  of  captunng  elephants,  singly  or  in  erouos? 

What  is  the  height  of  the  tallest  of  111  animals?  ™  P^upsf 

What  ancient  people  considered  the  hippopotamus  a  god? 

From  what  comparatively  small  animal  has  the  horse  developed  in  the 
projcess  of  evolution?  t«ui^u  m  inc 

Characteristics  of  what  two  animals  are  combined  in  the  mule? 

What  IS  the  general  structure  of  the  seal? 

Fee  how  many  centuries  has  whale  fishing  been  an  important  industry? 

WMt  kind  of  ivory  is  preferred  by  dentists,  and  why? 

Why  don't  the  larger  animals  migrate  instead  of  hibernating? 

In  what  respects  do  mammals  (milk-givers)  differ  from  all  other  animals? 

What  products  of  a  whale  are  of  commercial  value? 

Give  some  characteristics  of  the  rabbit.  For  what  is  it  valued?  In  what 
countrv  is  it  so  plentiful  as  to  be  a  menace  ?  «    u  r    «  wnar 

Has  the  squirrel  any  commercial  value? 

Name  aU  the  common  animals  you  know  whose  fur  is  used  in  the  fur  trade 
How  IS  It  prepared  and  used? 

What  IS  the  mudcrat  noted  for?    Where  is  it  found? 

What  are  the  uses  made  of  the  differeat  parts  of  the  h<^? 


Why  hat  the  giraffe  a  small  head  ? 

From  what  source  is  angora  wool  obuined?    What  is  astrakan  wool? 

Are  cooa  skins  used  in  the  fur  trade? 

Name  the  uses  to  which  all  parto  of  the  cow  are  put. 

Which  is  the  more  useful  when  alive,  the  horse  or  cow?    When  dead? 

Age  of  Whales— The  age  of  whales  is  ascerUined  by  the  size  and  number 
of  lamuiae  of  the  whalebone,  which  increases  yearly.  Ages  of  300  and  400  yean 
have  been  assigned  to  whales  from  these  indications. 

BIRDS. 

From  what  does  the  bobolink  take  its  name?  When  does  the  bobolink  lose 
his  brilliant  colors,  become  very  fat  and  esteemed  for  his  delicate  flesh?  What 
fanttous  poet  wrote  a  lyric  about  this  bird  ?  What  is  the  cok>r  of  ita  eggs  ?  ( See 
color  plate.) 

How  does  the  albatross  sleep  in  midocean?  What  happens  when  food  is 
plentiful?    How  does  it  rank  in  regard  to  size? 

How  is  the  color  of  the  canary  bird  brought  about? 

On  how  many  national  ensigns  does  the  eagle  appear? 

What  is  remarkable  about  the  speed  of  the  road  runner? 

What  are  the  most  expensive  feathers  and  why  are  they  so  rated? 

What  are  the  eight  orders  into  which  birds  are  divided  ? 

What  fossils  prove  an  evolution  of  birds  from  reptiles? 

^en  was  the  canary  introduced  into  Europe? 

What  is  the  highest  record  for  distance  traveled  by  carrier  pigeons  recently 
made  by  an  American  pigeon? 

From  what  eastern  countries  did  all  species  of  fowl  originate? 

What  is  the  common  wild  goose  of  the  United  States? 

How  many  species  of  humming  birds  are  now  known? 

To  T/hat  great  age  do  parrots  live? 

What  are  some  of  the  characteristics  of  the  ostrich? 

What  are  the  birds  of  prey?  Where  is  their  home,  and  in  what  sense  are 
they  valuable? 

What  nation  values  the  nest  of  the  bird  known  as  the  swift  as  a  food?  Of 
what  is  it  made? 

What  birds  remain  in  the  temp«rate  rone  all  winter? 

What  is  the  carse  of  the  migratkm  of  birds? 

How  do  the  birds  of  paradise  get  their  name? 

What  is  remarkable  about  the  eider  duck's  down?  What  is  the  size  of  the 
duck?    Where  is  it  found  and  for  what  greatly  prized? 

FISH 

How  do  oysters  eat? 

How  would  you  distinguish  an  oyster  from  a  clam?  In  what  latitude  ate 
oyster  beds  found?   At  what  age  does  the  oyster  attain  its  erowth? 

Describe  the  method  of  attack  on  oysters  by  the  starfish. 

Name  the  three  varieties  found  in  your  home  market. 

V/hat  is  the  ap  earance  of  the  oyster  eggs? 

As  oysters  devi  op  what  is  one  of  their  striking  peculiarities? 

Where  would  you  fish  for  lai^e-moudied  black  bass,  in  lakes  or  streams? 
For  tile  smaO-mouthed  variety? 

Where  are  bass  caught  weighing  from  300  to  400  pounds? 

What  is  peculiar  of  the  balloon  fish? 

What  city  eats  bluefish  every  year  to  the  value  of  a  quarter  of  a  million 
dollars? 

—480— 


Tl[*^-*l!J!r*'  *••''«»«<'?  Ji<^  do  you  "ccount  for  their  Uindneu? 
face  of  Th?  w*ter ?**■       "^        ****"'*  ^""^  •***"'  '***  •'*^  *^  •"'" 

by  ."fagli'«*£iS??"*  ""^"^  "*'    ""'^  "^y  *''^"'*  *•«""  •"  P«»  ««» 
For  what  unusual  time  can  cuttle  fish  remain  alive  out  of  water? 
Where  w  the  greatest  reservoir  for  the  special  culUvation  of  cod? 

ing  fish?  expeditions  have  contributed  much  to  the  knowledge  concern- 

«        What  effect  have  electrical  fishes  upon  man? 
For  what  is  the  flying  fish  noted? 
What  is  the  averan  size  and  weight  of  a  sabnon? 
What  variety  of  the  clam  has  the  largest  shell  known? 
Which  two  countries  are  the  chief  centers  of  the  oyster  industrv? 
What  are  kitchen  middens  and  where  do  they  occur? 
Name  five  kinds  of  fish  common  to  the  waters  of  your  vicinity. 

INSECTS. 

.«r..Tll*^*'  ''*1"  ft*  »»*«'«.*»««  male  or  female  mosquito?    How  do  mosquitoes 
spread  disease?    Describe  the  process  in  detail.  'v-hukow 

There  are  how  many  thousand  species  of  bees? 
How  do  ants  capture  other  insects  and  use  them  as  milch  cows? 
*  *u      tT.  /"*"^  remarkable  ways  does  the  beetle  protect  itself?    Is  any  oart 
of  theglobe  free  from  Uus  msectf   How  manpr  thousand  species  are  knoWn" 
What  enables  the  fly  to  walk  on  the  ceilmg? 

Wha??s7i*othliJ  MmeT****  ^  ^^  **'**"        culti'...tion  of  this  vegetoble? 

What  people  relished  baked  locuste  for  food? 

How  do  msshoppers  produce  their  chirping  noise? 

During  what  seasons  are  chinch  bugs  most  destructive?    Describe  their 
gy  of  ^attackmg  wheat  and  other  gralhs.    What  enormouf  damage^  A,  v£J 

mat  peculiarity  gives  tfie  army  worm  its  r  ane? 


u 

I* 


REPTILES. 
^      To  what  remarkable  length  does  the  anaconda  grow?    Where  is  this  snake 

On  what  was  it  thought  for  a  long  time  the  cha»neleon  lived?    How  dees 
It  change  its  color?  ^' 

At  what  period  of  its  existence  does  the  frog  live  on  its  tail' 

Why  did  the  ancient  Egyptians  preserve  the  body  of  the  alUgator  with  th«- 
same  care  given  the  human  bodv?  *  ^• 

How  is  a  rattlesnake's  rattle'  produced  ? 
Th  T'rth?  **  "^°^  important  species  of  turtle?   What  is  the  weight  of  these? 

W  ^re  does  the  liiard  lay  its  egg»  only  to  abandon  them? 

tVrl!?*t."    u  ^^^  monster?    Where  is  it  found?    Is  its  bite  deadly  to  man? 

Which  IS  the  only  one  of  the  thousand  species  of  lizard  that  is  venomous? 

What  commercial  value  has  the  alligator? 

*u_T?«''^  ***"  °'  spimals  are  reptiles  most  closely  related  and  how  do 
tney  difierr 

What  put  of  the  bxig  is  relished  »8  a  food? 

— 4S1— 


I 


•It  tkoM  that  ta  Mr 


Tka  meti  bclpM 
MTly  TMft  mm  m  Hgkta  to  pilot  m  tato  tk« 
wia*  tarbor  of  'ha  worM*!  winrt  m4  ■«» 

WMkigfvr*. 


psychology  and  pedagogy 


Psychology  and  Pedagogy  are  connected  wHh  thote  moremenU  In  edoea* 
tim  which  deal  directly  with  the  ttudent  and  the  teacher.  The  foundation  for 
this  dirision  is  psychology.  The  general  article  on  /Ms  subject  is  written  from 
the  viewpoint  of  tiie  teacher  and  for  the  purpose  '  *  assisting  those  who  are 
interested  in  learning  the  fundamental  princ'-^les  of  this  science  and  using  them 
as  a  foundation  for  their  methods  in  teaching.  The  articles  on  each  of  the  im- 
portent  subdivisions,  such  as  PtretpHon,  Aittntum,  Mtmory  and  ImaginaHon, 
contain  directicms  for  training  the  mental  power  deMribed  in  the  article.  Not 
only  teachers  but  parenU  wi'l  find  these  directions  of  great  service. 

The  general  article  Pedagogy  is  in  the  main  historical,  giving  a  sketch  of 
the  pedagogical  theories  of  the  different  periods  of  history  and  dwiwtng  how 
one  developed  from  the  other  and  how  thr.  methods  which  are  uow  in  general 
use  are  the  outgrowth  of  the  prindplwi  and  systems  estkHlished  by  leading  edu- 
cators in  the  sixteenth,  seventeenth  and  ei^iteenth  centuries. 

The  gt  -U  article  Mttkods  of  Teaekmg  is  founded  on  the  principles  of 
psychology  set  forth  in  the  general  article  on  tiiat  subject,  and  the  subordinate 
articles  perttining  to  it,  such  as  Mtmory,  Imagination  and  Reason.  This  article 
deals  with  the  founclation  principles  of  teaching  which  are  applicable  to  the 
teaching  of  all  subjecto.  Following  thi.  are  descriptive  articles  on  the  two  gen- 
era, methtds  known  as  the  Inductive  Method  and  t.. .  Deductive  Method.  The 
articles  on  special  nwthcds  have  a  decidedly  practical  turn  and  show  teachers 
how  to  proceed  in  a  scientific  and  syitonatic  manner  in  the  teaching  of  the  sub- 
jects to  which  these  articles  pertain,  as  shown  in  the  list.  The  methods  given 
in  these  special  articles  are  based  upon  the  principles  in  the  general  Mkihods 

OF  Teaching. 

The  last  division  of  the  subject  includes  articles  »hich  are  of  general  inter- 
est alike  to  parent  and  teacher.  They  do  not  pertain  to  any  particular  method  of 
instructimi:,  but  bear  a  very  ctese  relation  to  all  methods;  b  ice  they  are  given 
m  tiiis  division.  This  comprehensive  study  of  Psychouwt  and  Mbihods  of 
Tbachinc  is  so  written  that  any  one  who  has  never  studied  the  subjects  Can 
mid  thfm  witbotrt  dfficul^  and  can  easily  grasp  their  meaniiqr. 


'"jiowfaf. 


MENTAL 
POWERS. 


Feeliof. 


Williof. 


'Perception. 

Mcmofy, 
luiaguutkm. 
.Thought. 

'Classification. 

Quality. 

Intensity. 

.Culture. 

Attention. 

Decision. 

Execution. 

.Cultivation. 


r  ScBM  perception. 

■  Realisation  of  self. 

"I  Transferred  perceptiona. 

I  Cultivation. 

^  Connection  with  habit 

Laws. 

Kind. 

Cultivation. 

Phases. 

Cultivation. 

Concept. 

Judgment 
Leason. 
Laws. 


Sensuous. 


j  Organic. 
I  Special, 
j  Bnistic. 
(  Altruistic. 


Ideal. 

'  Pleasurable 
or 

Painful. 
'  AoKxint  of  stimulus. 

Prolongation  of  stimulus. 
^  Change  of  stimulus. 

Childhood. 

Effect  of  use. 

Kinds. 

Development 


SR?*rf  »°K"  *^  "^^  ■yrtem  M  is  •  ptent  upon  wi.    nin.  tnd  tir.    SappoM  SStk 
~  *  "         «.•.-.  --.     ^  (q)tie  B'nr»e   ^o  transmit  tbo 

*■  *»  vibru  long  of  the  mothor  's 

ry  Bjrro  to  ronse  the 

'«en  in  the  spring,  no 

^    perfMt    might    jo    l&« 

■vm  faculties  T.ouit!   remain 

at   give  meaiory   aothh^;   to 


«>*y»to»  p«»<«et  teaia  to  any  portiim  of  its  body;  wis* 

ftoiioaa  Sanaa tloas  ttom  the  ejo,  ao  anditort  aerre  to  r 

VMM,  ao  taetilo  oerrea  to  eoaTcy  tte  toneh  of  the  hn' 

mta  with  the  delieato  aroau  from  the  orchards  and 

gnatatoiT,  tbarmal,  or  moacnlar  aenras.    .    .        No   i 

child's  bratn  aad  his  inherited  capacity  for  mental  aei 

to  hia  Ute  ahroaded  in  BmOaa  darkaass.    Psreeptio.        «  give  meaiory   aothh 

nM»  aid  ttoa^t  eooM  mcTimm  her  mateUeas  falnies  w   *.«  materials. 


Related 

Science. 


'  Phyiical. 
loltilcctupl. 

MenL 


1 


Edttcational 
Movements. 

(Htetory  of 
Educttion). 


Oriental 


Nations. 


Successive 
Methods. . 


Ancient  Classic 
Nations. 

Christian  Era 
in  Europe. 


United  Sutes. 


Homanists. 


Realists. 


Biolonr. 
Physiology. 


{ 


J  Sparta. 
\  Atheniraa. 


The  New 

Education. 


Physi 

Logic. 

Mathematics. 

Natural  sciences. 

History. 

Literature. 

Ethics. 

Relation  to  religion. 

Importance  of  education. 

^rseeism. 

Education  among  the  common  people. 

Education  of  women. 

Israelites. 

Development  of  the  individu  ' 

Greece. 

Rome. 

Early  Period. 
Reformation. 
Colonial  perio^. 

f  Land  Grants. 
Nat'onal    J  Free  Schools, 
period.    \  State  Universities. 

,  I  Bureau  of  Education. 
The  Early  Christian  Fathers. 

t  Monastic. 
Knightly. 
Secular. 
umanisU. 

Noted  Educational  Reformers. 
Prirciples  of  Comenius  (see  extensive 
treatment). 
^Beginnii^^. 
Characteristics. 

r  Locke. 
Reformers.     -{  Rosseau. 
I  PesUloszi. 
Child  Study. 
Subject  Matter 


Principles  and 
Phases. 


Bibliography. 


of  Education. 
Codrdinative  and 

Correlative. 
Method  of  Teaching. 


QUESTIONS.— Psychology. 

Which  phase  of  mental  activity,  knowing  or  feeling,  is  first  in  consciousness? 
What  is  the  most  difficult  stage  of  thinking?    What  can  you  say  of  its  de- 
vekvment?    What  are  the  two  general  methods  of  reasonmg? 

What  is  the  first  act  of  the  imagination  m  construcUng  the  unagef 
XHstiDguisb  b^weta  manory  and  imagination. 


Ftiry  Ules  belong  to  what  •♦'tte  of  irra^ration  ? 

Why  arc  they  adapted  to  tl.     .ii!d  mind  ? 

purtag  what  period  in  life  a.«  most  of  our  habiu  formed?   Why? 

What  it  the  relation  of  paychokwy  to  phytiology? 
What  are  the  proceuct  of  obuining  an  icki? 
«andpjfnt  *"  action  beccme.  aliabit  both  from  the  mental  and  bodily 

Vn«wS'ji°l! i^'^  *!r  ?^'T*lf"*  °i^  *»"''»  continue?    After  that  age 
knowledge  ia  r-    uied  and  atuined  through  what  meant? 

child's  proceM  of  obuining    iiowledge  with  that  of  mature 


-  of  mind  are  cultivated  in  the  moral  education?    The  menal? 


Cbmpar 
minds. 

What  Pi 
The  rfiyaical? 

What  three  ttepa  are  necessary  in  thought?    Explain  them. 

What  do  we  mean  by  the  term  logic?    Logics' mind? 

KVrS^.SS'of'a^iS^bt^'''  "^^  ""  ''  "^"^^  "^''^^ 
Wouli  'u^jWde^?^^  P--  0'  ^  -"^  -ff«'? 

Through  what  channels  i«  the  mind  aroused? 

How  is  perception  related  to  sensation? 

Are  ideas  obtained  through  sight  and  touch  to  be  depended  upon? 

»tdyto5n«Sir  "*'^  •"  *•"  "^^  "'""*  "»**  general!!/ more  accu- 

How  can  perception  be  trained? 

>jnwt  is  the  difference  between  conception  and  perception? 
What  IS  the  chief  thing  accomplished  by  thought? 
What  stage  of  thought  is  judgment?    What  is  its  particular  work? 
R»son  M  what  stage  in  thought?    What  is  its  work? 

for  S.J"t,S&  ^*  ■"^•'^  *"  °'"*"^*^  ""^  '^"^^^  P°**'  valuable 
What  depei^n  later  life  upon  formation  of  correct  concepts  in  early  train- 
Define  interest;  imagination;  attention;  apperception. 

A*    LT!^  "  *.*"* '°^"  of  habit  scronger,  in  the  physical  or  intellectual  cowers ' 

Correhkted  Subjects: 

Apperception. 

Concept 

Associatim  of  Ideas. 

Education. 

Pedi^gogics. 

Juf^^eot 


SyUogiam. 

His^  of  Education. 

Logic. 

Chad  Study. 

Fatigue. 

Correlatios. 


— 4Sf— 


Sensation. 

Interest 

Habit 

Reason. 

Methods  of  Teaching. 

Philosophy. 


m 


PEDAGOGY.— QuM"®**- 

Child  Stxtoy. — General.  *^«i,-. 

What  is  included  in  chfld  rtady?   What  i.  the  am.?   How  can  both  te«her 

and  parent  assist  in  this? 

How  has  the  subject  of  disciolme  changed?  J^f  Tj^^dJ^artens,  wirmal 
"^'"'^^  .  Methods.— General.  ......   i 19 

Why  is  al.pSn  or  usefthe  true  test  of  *"  to^^SLl.? 
wEt  in  ILeral  should  be  the  aim  of  a  teacher  m  her  methods? 
What  is  fte  great  end  and  aim  of  "'"f  *|f°;^j 
Which  is  the  more  important,  pnnciples  or  facttf 

m.ry  gradB?  Attehtioh. 

•^  Why' should  .  teuon  b.  conduced  trom  ft.  known  to  th.  nnknom! 

X  ■^^'  tSI^'SltLr,  .«««»  In  ft,  «ri,  !»«  ri  *. 

Wl«.re  Md  how  could  this  have  been  remedied  f        ^    ^.     , 

Wtat  arewme  of  the  methods  of  traming  Ae  «tt«^?     .        .   .y 
wl^t  is  the  importance  of  attention  in  the  development  of  the  mmd? 
wt  i«  s^iSJK^thods  of  awakening  the  interest  of  the  pupil? 
Distineuish  between  interest  and  desire, 
my  if  iTeasier  to  interest  the  child  than  the  adult? 

What  should  govern  tiie  length  of  a  recitation?    

w£t  aTwiJe  of  the  ways  of  stunting  menUl  growth? 

How  dS^s  taterest  in  the  subject  affect  the  m«noiy?  ^^       ^^   . 

How  can  a  child  be  taught  to  observe  «««2l  ""^..^^^^^  ^^a" 

the  ta^rtance  of  this?    What  powers  of  mmd  depend  upon  corre«  observa 

III  *ao"" 


i 


tion?   At  wliat  time  in  life  is  otnerratioii  the  most  important  source  of  informa- 
tion? 

Memoky. 

Upon  what  does  memory  depend?    When  is  it  especially  active? 

What  are  some  of  the  devices  a  teacher  may  use  to  strengthen  memory? 

Is  it  possible  to  have  knowledge  without  memory? 

Is  a  child  supposed  to  memorize  what  he  does  not  understand?  If  so,  how 
far  is  it  practical  to  do  this  and  with  what  end  in  view? 

Why  is  memory  of  so  much  importance?  Is  it  really  a  part  of  every  other 
^wer  of  the  mind? 

What  studies  are  especially  valuable  for  training  the  memory? 

How  is  memory  affected  by  repetition? 

How  does  interest  in  the  subject  affect  the  memory?    What  is  the  impor- 
tance of  interest  in  class  recitals  from  this  standpoint? 
Imagination  (see  Questions). 
Habit. 

To  what  does  a  repetition  of  an  act  finally  lead  ? 

In  what  ways  does  habit  affect  the  physical,  intellectual  and  moral  nature? 

What  do  we  mean  by  a  plastic  condition  of  the  mind  or  nervous  system? 
Why  are  habits  formed  more  easily  in  early  youth?  After  what  age  are  impor* 
tant  habits  seldom  formed? 

In  what  ways  can  a  teacher  assist  in  the  formation  of  good  habits? 

How  does  habit  determine  charact<>r  ? 

Reason. 

At  what  age  is  a  child  supposed  to  begin  to  reason?  Up  to  this  time  what 
has  taken  its  place? 

What  is  the  importance  of  judgment  in  reasoning  and  upon  what  does  it 
primarily  depend? 

In  what  grade  of  school  work  is  the  inductive  method  of  reasoning  best 
adapted?    When  and  to  what  does  this  change? 

What  is  the  deductive  method  of  reasoning  and  what  department  of  school 
work  is  it  best  adapted  to? 

WiLU 

What  is  instinct?    What  finally  results  from  it? 

What  is  the  difference  between  an  impulse  and  a  desire?  In  which  is  the 
will  brought  into  action  ? 

What  is  meant  by  deliberation?  To  what  action  does  it  lead ?  What  is  the 
difference  between  a  mature  will  and  that  of  a  child? 

Why  does  choice  involve  so  many  difficulties? 

Is  will  the  means  of  preventing  action  as  well  as  performing  it?  Give  ex- 
amples of  both  states  of  mind. 

How  may  the  will  be  cultivated?  What  factor  is  it  in  the  formation  of 
habits? 

Upon  what  is  stubbornness  based?    Is  it  an  action  of  the  will? 

Will  exercises  what  control  over  the  feelings?  Does  its  control  extend  at 
last  to  all  mental  powers?    With  what  effect? 

Why  is  will  the  highest  of  mental  powers? 

Imagination. 

Of  what  practical  use  is  imagination?  Upon  what  is  worry  based?  Cheer- 
fulness? 

Difficult  experiences  in  arithmetic,  grammar  and  other  studies  are  due  to 
what? 

Which  is  the  broader  term,  memory  or  imagination? 

—487— 


5   , 


ii 


pbyolcd 


I.    Matter. 

1.  Definition. 

2.  SUtes. 

a.  Solid. 

b.  Liquid. 

c.  Gaseous. 

II.    Properties  of  Matter. 
I.  Adhesion. 
a.  Cession. 

3.  Porosity. 

4.  Density. 

5.  Impenetrability. 

6.  Ductilitjf. 

7.  Malleability. 

8.  Tenacity. 

9.  Hardness, 
la  Divisibility. 

ni.     Mechanics  or  Dynamics. 
I.  Force. 

a.  Ener^. 

I.    Kinetic. 
3.  Potential. 

b.  GMnposition  of  forces, 
c  Parallelogram  of  forces. 
d.  Momentum. 

a.  Gravity. 

a.  Falling  bodies. 

b.  Center  of  gravity. 
C.  Specific  gravity. 

3.  Pendulum. 

4.  Mechanical  Powers. 

a.  Lever. 

b.  Wheel  and  axle. 

c.  Inclined  plane 

d.  Screw 

e.  Pulley. 

f.  Wedge. 
IV.    Pneumatics. 

I.  Properties  of  gases, 
a.  Laws  of  gases. 

3.  Application  of  laws. 

4.  The  atmosphere. 


VI. 


5.  Water  vapor. 

6.  Steam. 

Light. 

1.  Sources. 

a.  Sun. 

b.  Chemical  action, 
c  Mechanical  action. 

2.  Reflection. 

3.  Refracttoo. 

4.  Diffracticm. 

5.  Diffusion. 

6.  Polarization. 

7.  Abberation. 

8.  Actinism. 
Q.  Color. 

10.  Spectrum  analy»s. 

11.  Rainbow. 

12.  Photometry. 

13.  Mirror. 

14.  Fluoroscope. 

15.  Mir^e. 

16.  Aurora  borealis. 

17.  N-rays. 

18.  Cathode  rays. 

19.  Roentgen  rays. 

20.  Lightning. 

Electricity. 

1.  Definition  and  theories. 

a.  What  is  electricity? 

b.  How  produced? 

2.  Kinds. 

a.  Static  or  frictiom)!. 

b.  Voltoic. 

c.  Positive. 

d.  Negative. 

3.  Laws  and  applications. 

a.  How  does  electricity 

travel? 

b.  Motive  power,  etc. 

c.  Electric  light. 

d.  Electric  heating. 

4.  Uses  in  Medicine. 


VII.  Magnetism. 

I.  Theories. 
3.  Kinds. 

a.  Natural 

b.  Artificial. 

c.  Electro-magnetism. 
3.  Magnet. 

a.  Properties. 

b.  Armature. 

>  4.  Magnetic  needle. 

5.  Laws  and  applications. 

VIII.  Physical  Instruments. 

I.  Accumulator. 
3.  Aerostatic  press. 
3.  Air  compressor. 
-  4.  Air  pump. 

5.  Archimedean  screw. 

6.  Arc  light. 

7.  Argand  lamp. 

8.  Armature. 

9.  Barker's  mill, 
la  Barometer. 
II.  Blowpipe. 

13.  Crooke  s  tubes. 

13.  Camen  lucida. 

14.  Camera  obscura. 


15.  Electric  battery. 
10.  Electric  generator. 

17.  Electric  machine. 

18.  Dynamo. 

19.  Electric  meter. 

30.  Electric  motor. 

31.  Electrode. 

33.  Electrophorus. 

33.  Electroscope. 

34.  Geissler  tubes. 

35.  Induction  coil. 

36.  Insulator. 

37.  Leyden  jar. 

38.  Object  glass. 

39.  Siphon. 

30.  Spectroscope. 

31.  Storage  battery. 
33.  Voltmeter. 

IX.     MiSCEIXANEOUS. 

I.  Avogadro'"  aw. 
3.  Boyle's  law. 

3.  Demonstration. 

4.  Ether. 

5.  Fata  Morgana. 

6.  Ice. 

7.  Liquid  Air. 


S; 


H     i 


QUESTIONS— PHYSICS. 

What  makes  it  so  difficult  to  walk  on  ice? 

Where  is  it  desirous  to  do  away  absolutely  with  friction?  What  means 
are  used  to  do  this? 

What  forces  are  overcome  in  withdrawing  a  nail  ? 

Give  a  short  explanation  of  what  would  result  if  friction  did  not  exist. 

Give  practical  examples  of  cohesion  and  adhesion.    . 

Which  learns  to  walk  more  easily,  the  biped  or  quadruped?    Why? 

What  is  meant  by  the  term  "cold?" 

What  do  you  understand  is  temperature? 

Why  do  you  rub  your  hands  toggthtr  when  cold  ? 

Why  does  fire  produce  heat? 

What  do  we  mean  by  a  conductor  of  heat?  By  what  method  is  a  poker 
heated?    Flatiron? 

Why  are  iron  tools  fitted  with  wooden  handles? 

When  you  touch  ice,  is  it  giving  off  cold  or  your  hand  giving  up  heat? 

Does  a  fur  coat  produce  heat?    Why  is  it  warm? 

Why  do  you  wear  woolen  garments  in  winter? 

You  stand  at  a  heating  stove  to  get  warm;  exphin  why? 

How  is  heat  imparted  to  a  teakettle  of  water? 

How  does  the  sun  heat  the  earth? 

How  is  the  expansion  of  heat  used  in  practical  ways?  What  are  tin  uses 
of  stoun? 


|i 


u 


n 


^.! 


Whv  &re  feathers  a  warm  covering  for  Wrda? 

wE«  Aa  mm  WW  woolens  in  attending  to  furnaces? 

How  long  does  an  <*ject  feel  cold?         ^^ 

Why  do  we  poke  a  fire  to  make  it  bum  better? 

What  do  we  mean  bj  '^soft  water  ? 

What  is  the  cause  of  twUight? 

'^tts  tUT  mTy  Sn*"if  be'  heard  a  greater  distance  by  speaking 

^j  srr^^^h^-ji-triht^'sr  At^w^^  ^.e  doe,  light 

^"'^sLne  mUes  from  the  earth  total  darkness  reigns. 
^"'^Why  does  more  rain  fall  by  night  than  by  day? 

I^y  ?<^s'ttUetii'S"at  ule  Le  of  hedges  «.d  around  the  roots  of 

*^Why  is  a  nmning  jump  longer  than  a  standing  one? 
What  causes  the  formation  of  a  rambow?      ' 
WKal  i«  A  mirage?    What  produces  the  echo?  . 

on  a  cold  day? 


Explain  light  upon  the 


I.    THBMiy  AND  Definition. 
II.    Sources. 

I.  Natural, 
a.  Sun. 

3.  Artificial. 

a.  Friction. 

b.  Chemical  action,  elec- 
tricity, etc. 


HI. 


Moms  of  Travel. 

1.  Conduction. 

2.  Convection. 

3.  Radia^on. 
IV.    Effects. 

1.  Expansion.  _        .... 

a.  Changes  solids  to  liquids. 

2.  Produces  light 


V.    Practical  Appucation  of  Laws  of  «eat.      .    ^^     ^^^^  yght, 

H^aS^-srFjsr^is^^'feSrwS  «,  •£.«- ««.«. 

QUESTIONS— HEAT. 
What  happens  if  a  hot  iron  is  placed  on  a  cold  one? 
Sm  a  bJSr be  cold  and  yet  have  heat? 
What  U  heat? 
Where  does  it  come  from? 
Do  the  stars  give  off  heat? 
What  causes  fire?  ... 
How  arc  our  bodies  heated? 
How  does  heat  travel? 


What  is  the  meaning  of  conductiooF 

What  happens  to  the  size  of  a  body  when  heated? 

Why  are  wagon  tires  made  a  little  smaller  than  the  rim  of  th^  vhed? 

GUve  exam^s  in  expansicm. 

What  happens  to  camphor  when  heated  to  a  high  temperature? 

How  does  heat  produce  light?    What  body  gives  us  both  heat  and  Ui^t? 

How  do  fur  garments  keep  us  warm? 

QLTESTIONS— UGHTNING. 

What  causes  lightning? 

Is  there  lightning  in  coM  weather  ?   Why  not  ? 

When  does  lightning  stiike  the  earth? 

What  causes  a  thunderbolt? 

Does  the  echo  play  any  part  in  the  loud  peals  of  thunder  heard? 

Who  invented  the  lightmng  rod? 

QUESTIONS— ILLUMINATING  GAS. 
Who  first  used  illuminating  gas  successfully? 
When  was  it  first  introduced  mto  England? 
How  is  illuminating  gas  made? 
What  is  coal  gas?    How  made? 
Where  was  the  first  coal  gas  obtained? 

In  making  gas  out  of  coal,  what  becomes  of  the  tar  and  ammonia? 
What  is  the  condenser? 
What  is  the  use  of  a  meter? 
How  is  water  gas  made? 
Which  is  the  cheaper? 
How  does  oil  gas  differ  from  water  gas? 

QUESTIONS— ICE. 
When  does  water  freeze? 

When  water  freezes,  how  much  does  it  increase  its  bulk? 
Whidi  is  the  heavier,  ice  or  water? 
Why  does  a  pitcher  break  when  water  freezes  in  it? 
Where  is  natural  ice  obtained? 
What  is  the  first  step  in  harvesting  ice? 
How  is  the  cuttfaig  (kme? 
From  what  material  are  the  ice  houses  made? 
What  is  the  ice  packed  in? 
Where  is  the  most  expensive  ice  harvesting? 
How  is  ice  manufactured? 
How  is  the  marking  done  in  harvesting  the  ice? 
How  is  the  ice  hamed  to  icehouse? 

QL^STIONS— LIGHT. 
What  >        .t?    Where  does  it  come  fran? 
How  is       roduced? 

The  union  of  what  two  themicals  produces  candle,  lamp  and  gas  light? 
How  is  electric  light  produced? 
How  does  light  travel? 

How  fast  does  it  travel?   Does  it  travel  faster  than  sound? 
How  many  minutes  does  it  take  light  to  reach  the  earth  from  the  sun? 
How  many  years  does  it  take  for  light  to  reach  the  earth  from  certain  stars? 
Why? 

What  is  die  substatse  called  that  permits  light  to  pass  through  it? 
Wut  is  refraction? 


Wkn  I  grt  »  Uttl*  moMj  I  bvj  booki;  aad 
It  M7  ta  hfl,  I  b«r  food  ■*<>  olotbM. 


phyeiotogy 


The  study  of  Physiology  is  very  interesting,  but  its  vilue  to  ***^'*'*p 
ttudent  is  in  the  fact  that  it  acquainU  him  with  knowledge  that  mmisters  to  his 

Thi?^knowledge  is  originaUy  gained  by  observation,  experinMnt  and  by 
•tudying  the  conditions  of  diseases.  While  the  informatipn  is  of  value  from  an 
Su<itiSial  standpoint,  the  care  of  the  body,  the  prevention  of  disea^  and  tfie 
development  of  powers  resulting  in  a  better  physique  and  longer  life  are  the 
duStVesults  of  Ss  study.   Eve?y  home  and  school  should  be  the  center  of  such 

"""'ft^fa^hSiwssible  to  carry  on  this  study  successfully  without  some  sort  of  a 
imide  The  suggestive  ouUines  and  questions  here  ^wesented,  with  tta  practical 
S^toenl  of  "Sfse  interesting  subj^  in  The  New  Practical  REn«ENCE 
lSS»y  all  presented  in  simple  language  bv  editors  reprtsenting  the  latest  re- 
iS!^  ooJns  up  a  field  of  study  that  should  be  util'-td  in  every  home  and  school. 

F^rC^idance  of  the' student  we,  fumisn  herewith  a  »"«n»l  «««"« 
covering  the  subject  as  a  whole.  In  addition  we  pre  you  an  Outline  covermg 
SI  sSn  of  Circulation  and  one  of  the  subdivisions  of  the  senses. 

S  outiines  are  simply  developed  from  the  material  «*PPhed  in  The 
New  iS^CT^"  Reference  Library  under  the  various  headtap.  «1«t«l  to 
SJ^  «^  if  the  stSent  will  but  make  a  complete  outline  covering  the  entire 
"1?!l*  •  -I-.«,M»n«.  wkh  the  surtestions  here  submitted  he  will  not  only  have 
«  a«stinSrfor t*^^  but  the  education  it  affords  wifi  be  a 

source  of  untold  pleasure  and  profit. 


DinmmBedy 


Origin. 
CelL 

Bones. 

Number. 

Structure. 

Kinds. 

Growth. 

Divisions. 

Articulation. 

Uses. 

Hygiene. 

Disease. 


Tissues. 
C(mipoSition. 

11.    Muscles. 

Number. 

Structure. 

Kinds. 

Parts. 

Contraction. 

Use. 

Wonders. 

Jiyt^eat. 

DiseaiSfu 


Organs. 
Health. 


nx.    DiauTK. 

OlgUM. 

SflCKtion. 

Food. 

Procewet. 

Wonder*. 

Hygiene. 

Dbease. 

IV.     CnCULATION. 

(See  extensive  outline.) 

V.     RUPIKATIOK. 

Organs. 

Movements. 

Frequency. 

Air. 

Uses. 

Modifications. 


Hygiene. 
Diseases. 
VL    Nnrvous  Syruc. 
Definitloo. 
Organs. 
Uses. 
Special  Senw, 

Feeling. 

Taste. 

Smell. 

Sight. 

Hearing. 

(See  exhaustive  onfttoe  on 
Ear.) 

Hygiene. 


Hygiene. 
Dueaies. 


QUESTIONS— PHYSIOLOGY. 

How  many  bones  are  there  in  the  human  body? 

In  what  way  is  a  combination  of  strength  and  elasticity  secured  for  the 
spinal  column? 

How  many  bones  in  the  head?    Why  is  it  so  carefully  protected? 

What  is  the  bone  fonnation  of  the  wrist? 

Describe  motion  of  shoulder  blade. 

Between  what  ages  does  the  condition  of  bone  reach  perfection? 

Are  teeth  a  part  of  the  skeleton  or  of  the  skin  structure? 

What  is  the  difference  between  the  joint  at  the  upper  end  of  the  ulna  and 
the  humerus?    Can  you  detect  a  reason? 

Of  what  is  the  hip  bone,  or  tibia,  at  its  upper  extremity  a  good  example  as 
to  joint?    Give  reason. 

Can  you  give  any  reason  for  the  fibula  bone? 

What  is  me  science  of  Osteopathy? 

Why  are  the  bones  of  the  aged  more  liable  to  break  than  in  youth? 

What  is  the  function  of  the  muscular  system?  What  surrounds  the  muscles 
and  for  what  reason? 

Wlnt  '3  the  function  of  the  muscular  system? 

What  ■    lecessary  for  muscular  action? 

Of  wh     in  general  does  the  circulatory  sy^em  consist? 

What  ik  the  function  of  the  lungs?    What  does  oxygen  do  for  the  blood? 

What  aid  do  plants  render  to  the  blood' 

Give  the  process  by  which  the  blood  g./es  up  its  nourishment  and  carries 
away  waste. 

In  what  respect  do  the  veins  differ  from  the  arteries? 

What  are  capillaries?    What  is  the  function  of  the  lymphatic  glands? 

What  are  the  two  great  nerve  systems?  In  general,  what  is  the  innction 
of  each? 

Jn  a  cue  of  indigestion,  to  whidi  nervous  system  will  tfie  message  be  sent? 
By  what  means  has  our  knowledge  of  physiology  been  attained? 
How  does  the  human  brain  r  jmpare  in  size  and  wetgfat  wihSi  tiiat  of  other 
animals?    Who  is  said  to  have  had  the  largest  brain? 

What  is  the  most  important  characteristic  of  the  bk.id? 


How  doM  the  humaa  br«fa  compwc  b  tlie  and  wtigfat  wWi  4«t  of  oHiw 

"•^  doet  the  weijirt  of  the  cmWUmn  coB^^ 

Whet  ere  the  two  g*"^  •«'*«»  «'  chengee  cootfaiatlW  gomf  on  in  the  loeyt 

In  general  what  are  the  functiona  of  Ae  human  hody? 

Describe  the  work  of  the  nlivarv  glands. 

Ghre  in  general  the  function  of  the  ^inal  cord. 

How  does  the  nervous  wsteai  in  some  measure  contnd  thf  beartr 

What  is  the  chief  use  of  fat?  ^    uu  »u-   «.> 

By  what  device  is  the  Wood  brought  in  contact  with  the  air? 

What  are  the  retative  positions  o»  Btor  and  •»«»»«"'., 

Is  idiocy  in  any  way  dependent  upon  the  sise  of  the  brainr 

What  are  the  organs  of  special  sense?     ^    ^    ^- 

What  special  intitection  is  provided  for  the  heart? 

Would  you  expect  the  mitral  valves  to  lift  up  or  down? 

Look  up  different  articles  on  the  subject  and  explain  how  bones  are  it- 

Give  the  effect  of  iron  upon  the  btood. 

Explau  the  action  of  bktod  in  case  of  a  wound. 

What  i-  the  functkm  of  tiie  kidneys. 

Why  has  blood  a  sahy  taste? 

Could  a  person  bleed  to  death  from  a  small  wound? 

In  case  of  general  debility,  in  what  condition  would  you  find  the  Wood? 

Thesensatumof  sight  is  carried  by  what  nerve?  :.,  _j,    u 

Do  you  think  it  possible  to  hear  after  the  onter  ear  has  been  injured?  If 
so^  by  what  mediod? 

Why  is  the  aoiu  important? 

What  do  you  know  of  William  Harvey? 

Is  there  any  difference  between  germs  and  bacteria? 

Expkin  the  term.  "Germ  Theory  of  Disease."  How  would  yw  regard 
the  spittle  of  a  consumptive  in  reference  to  this  theory  ? 

Wliat  is  the  cause  of  tuberculosis  of  the  kidneys,  bow. Is.  bmies.  etcr 

By  what  means  is  the  waste  material  thrown  off  from  the  body? 

Why  are  thin  garments  worn  in  summer? 

What  do  you  mean  by  the  term  "Out  of  breath^ 

What  are  the  causes  of  appendidtic?  Is  this  disease  connected  with  bac- 
teria in  any  way?    What  is  the  particular  danger  in  the  disease? 

In  what  part  of  the  world  does  cholera  occur?   Why? 

Explain  the  difference  between  aUopathy,  osteopatfiy  and  homeopafliy. 

To  what  end  is  the  stethoscope  used  by  the  physician? 

What  are  the  causes  leading  to  apoplexy? 

ExpUun  the  growth  of  the  hair,  finger  nails,  etc       ^    ,  .  .  ,        ., 

In  general  trace  the  Wood  from  the  time  it  leaves  the  left  ventnde  untl 

How  does  the  weight  of  the  bkwd  canpare  widi  that  of  the  hody? 

Explain  how  blood  is  propelled  through  the  body. 

What  are  some  of  the  causes  of  indigestion? 

Why  is  mastication  of  food  so  important? 

What  is  meant  by  a  vital  organ?    Name  sod  tocate  tlwn. 

What  do  we  mean  by  "Chronic  Diaeaset"?    Name  a  few  and  die  causes  of 


•ame. 


What  is  Ae  function  of  tears?  ^    _*  ^  *v.  u_-  , 

In  what  manner  is  tfie  skull  consuncted  m  order  to  i>rotect  tbe  bram? 


In  ctM  ol  ntttiiiK  At  thi^  fai  fraot,  wlirt«  woidd  yoa  bind  dit  woaiid» 
above  or  below  ? 

Wbtt  ultinutdy  becoinct  of  all  fat  taken  into  the  bod:  ' 

If  receiving  a  wound,  how  can  one  tell  whether  the  bleeding  remits  from 
an  injary  to  a  vein  or  artery? 

What  arc  the  caosea  of  cancer? 


CfKubtfon 


I. 


n. 


IIL 


IV. 
V. 


I. 


OaoANi. 

VI. 

FoKcnoNs. 

I.  Heart 

I.  Novriih. 

a.  Arteries. 

a.  Purify. 

3.  Capillaries. 

4.  Veins. 

3.  Warm. 

4.  Trace  the  blood. 

Pabts. 

I.  Pulmonic 
a.  Systemic 

Buxia 

I.  Definition. 

3.  Temperature. 

4.  Kinds. 

vn. 

Hygibnb. 
I.  Accident 
a.  Effect  of  exercise. 

3.  Effect  of  air  and  sunlight 

4.  Effect  of  chflt. 

5.  Effect  of  pressure. 

VIII.  DiSBASCS. 

c  Cmtposition. 
6.  Coagulation. 
OsHoais— Intbrcrangb  or 

I.  Congestions. 

a.  Inflammation. 

3.  Scrofula. 

Bux»>  Elbmbnts. 

4.  Cold. 

Causes  0.'— 

5.  Catarrh. 

I.  Force  of  heat. 

IX. 

RiLATBD  PaocBssn. 

a.  Elasticity  of  arterial  walls. 

I.  Absorption. 

3.  Muscular  acti  m. 

a.  Assimilation. 

4.  Suction  fron.  veins. 

3.  Secretion. 

5.  Suction  in  inspiration. 

4.  Excretions. 

ORGANS  OF  CIRCULATION. 

HsAirr. 

II. 

AtTsaiES. 

I.  Definition. 

I.  Definition. 

a.  Shape. 

a.  Coats. 

3.  Size. 

3.  Circulation  in  arteries. 

4.  Situation. 

4.  Pulse. 

5.  Relation    to    surrounding 

5.  Anastomosing. 

parts. 

III. 

Capillakies. 

6.  Weight. 

I.  Definition. 

7.  Proportion  to  body's 

a.  Coats. 

weight. 

•   3.  Diameter. 

8.  Structure. 

4.  Circulation  In  capillaries. 

9.  Parts. 

i.  Office. 

la  Openings. 

IV. 

VaiNS. 

11.  Valves. 

I.  Det..iition. 

la.  Nerve  supply. 

a.  Coate. 

13.  ^fovement. 

3.  Valves. 

14.  Tite  heart's  woric 

4.  Circulation  in  veins. 

5.  cuuipared  witn  arKnes  ana 
capillaries. 

QUESTIONS. 

WtotUdrcatotlon?   Name  the  orgwi  of  drcutatkm. 

Dncribe  the  heart.    Define  arterie* ;  vdni.  

DeKribe  the  drctttatioo  of  the  blood.   Ol  what  U  Wood  corapoMd? 

What  are  the  uses  of  the  blood?    What  i*  the  normal  temperature  of  the 

blood? 

What  U  the  color  of  the  blood  Jn  the  veint?    In  the  arteriei?    What  caiMea 

DcKiribe  coagulation.    What  are  the  parti  coaguUtcd?    What '    'he  lerum? 
Give  the  function*  of  the  red  corpufclet. 

What  are  the  commercial  uie«  of  the  blood?  ^..       .      .     i    i« 

Who  were  the  firrt  people  who  used  the  blood  from  butchered  animala  in 
maldnff  blood  cake  and  blood  sausage? 

F*rtiliiers  manufuctured  from  blood  sell  at  what  prto  tfrtoi\} 

Blood  is  used  .n  the  manufacture  of  what  very  hnportantartwle  o» jwetr 

In  what  way  is  blood  used  in  the  manufacture  of  buttons?    Imitation  tor- 

For  what  nw^ufacturing  purpose  do  the  Japanese  use  Wood  extenrirely  ? 
For  w£tTph^iS!Sf rS^rtl^p^^  WoicfrWhere  can  a  supply  be  ob- 

*'^ts  the  drcuUtion  of  the  blood  known  at  the  time  of  tf.c  daetrrtry  of 

"*Wbo  first  examined  the  drculatkm  oJ  blood  in  the  wtb  of  a  frog's  foot? 

When? 

DistinguUh  between  the  pulmonic  and  systeimc  cjrcu)**^-  ,       ,  ^.    .  ^^ 
What  vein  carries  the  blood  to  the  liver?   What  is  the  fundkm  of  the  hepa- 

^  ^w  long  does  it  take  the  blood  to  make  a  complete  drcuit  of  the  system? 
How  long  does  H  take  the  whole  amount  of  blood  to  pass  through  the  heart? 
vVhat  Dart  of  the  weight  of  the  body  is  the  Wood  .    » .    j      •  u 

TbTskVleton  of  an  adilt  is  said  to  weigh  14  pounds.    Does  the  blood  weigh 

"^aU^  of  average  wdght  (154  POt«d«)j»  -id  *»  '^^irSST^^^^^iS 
pound*  water,  60  pounds  musch.  14  pound*  bone,  la  pounds  btood  and  4  pounds 
brains.    How  do  you  reconcile  these  fimres? 

What  four  force*  propd  the  blood?  ,  ^    j.    t    » 

wStistfiearchoithTaorU?   Does  the  aorU  pa**  thitwigh  the  diaphragm  ? 
Name  the  division*  of  the  aorto  which  supply  the  pelvi*  and  lower  extremi- 

****"  What  is  the  name  of  the  mhrate  endings  of  the  arteries  connecting  them 

with  the  vein*?  , 

Why  is  the  inner  coat  of  the  arteries  smooth? 
Which  coat  of  the  arteries  assisU  m  propcUmg  the  blood  ?    How  f 
When  doe*  an  artery  become  a  capillary?  .  „,    -    ,.    •*.  fc..^u„ 

wSdo  you  undeiitand  by  the  term  "Anaatomosi*"?    Eicplain  its  function. 
Howmavonechecktheftewof  an  artery  when  severed?  . 

wilreTeX^Iaries  the  largest?    Where  are  the  cmallest  capillaries? 

How  can  you  illustrate  thdr  site?  »»k„  .„!™.u? 

Hnw  does  the  heart  of  a  reptile  differ  from  other  anunalsf 
H^isShSrSi^dediSthe  chest?  With  what  is  the  heart  surrounded? 


i 


owtMlttOfl- 

Acooitk  contrivaneM. 
Puts. 
L    ExnaifAU 

I.  Gmvolttted  portion. 
Aduubiliiy. 

s.  Auditory  canal 
Length. 
II.    TmrANUM. 

I.  Definition. 
3.  Situation. 

3.  Size. 

4.  Cavity. 

5.  Opening. 

6.  Filled  with. 

7.  Onicies. 

Number. 

NaniM. 

Arrangement 

Action. 

Function. 

8.  EusUchian  Tube. 

Definition. 
Length. 
Function. 
Cmnects  what? 

9.  Tympanic  membrane. 

Definition. 
Position. 
Action. 
Function. 


I. 
a. 
3- 
4. 

I: 


la  Mi  <tioa  cells. 
Opniag. 

AMcct*tt ;  how  cauaeti 
FttactiOB. 

III.     LABYUimi. 

ComparatiTe  anatoiny. 
Situation. 
Bony  labyrinth. 
Membraoott*  labyrinth. 
Fluid. 
Vestibule. 
Ojxning  into  tympanum. 

Op(  ning    for    auditory 
iiervei. 

Opening  to      ■^'■'*^m. 

Five  op«B! 
cii>.ular 

Otoliths. 

Fluid. 
7.  Semi-circnlv  ^    i 

Number. 

Names. 

Positions. 

Funct  m. 
S.  Cochlea. 

ResemUnrt. 

Definition. 

Columefi&. 

Organ  of  Cofti. 

Divisions. 

Partitioc 


QUESTIONS. 


What  is  the  ear?    What  is  the  outer  ear?    What  separates  the  r^mm 
the  middle  ear  ? 

What  are  the  three  bones  of  the  middle  ear? 

What  is  the  Eustachian  tube?    What  is  its  function? 

What  are  the  parts  of  the  inner  ear  ?   What  are  the  organs  of  Corti  ? 

Trac  the  transmission  of  sound  from  the  outer  ear  to  the  brain. 

Name  bones  of  middle  ear  and  describe  their  action. 

What  is  the  comparative  size  of  the  ear  and  its  capacity  of  receiving  sound 
in  the  lower  animals? 

Give  three  proofs  showine  the  delicate  s^mse  of  hearing  in  birds. 

What  animals  are  very  dtul  in  this  sense? 

In  what  animals  is  the  hearing  located  in  the  legs?    Is  this  also  *rue  of 
most  insects? 

How  does  the  beetle  hold  its  antenules  in  order  to  detect  sound? 

What  animals  have  the  keenest  sense  of  hearing? 

—447— 


It  H  poMftIt  tM  torn  mfamb  to  hwr 
for  tiw  MovsM  of  tiw  hamaa  «rr 

Givt  tbfM  wtyi  for  biBucnciiic  the 


wMdi  ut  pHdwd  too  Mgh 
of  wand  to  tht  tyro* 


WhBt  art  the  naimt  of  the  ntrvM  of  bcwtac? 

How  we  MMnd  umiree  attracted  to  the  auditonr  cwal?  ,    ,     .  . 

What  i»  the  eardmm?    To  what  is  it  attadied?    How  U  its  inner  sttrfac* 

lined? 

How  doee  air  enter  the  middle  car? 

What  U  the  eustachian  tube?  ..     j  ^, . 

Why  are  the  bones  of  the  middle  ear  called  hammer,  amrU  and  stirrup? 

How  are  the  vibrations  of  die  eardrum  transferred  to  the  iotemal  ear? 

Where  b  U>e  faitcmal  ear  located? 

How  are  the  semicircular  canaU  connected  witii  tfie  vestibule? 

Why  U  the  cochlea  or  snail  shell  so  calkd? 

Of  what  use  is  the  fluid  in  the  internal  ear? 

How  arc  the  sound  vibrations  which  enter  tiie  car  reproduced? 

How  do  the  bones  of  the  middle  ear  affect  tiic  vibrations? 

What  parts  of  the  fauier  ear  operate  the  same  as  do  the  strings  of  a  pianor 

What  results  the  tension  of  the  cardnmi? 

How  arc  we  enaUed  to  recognise  a  multitude  of  sounds? 


Ikt  WTMr  o<  tW  am 
MMm. 


V  or  ia 


I  an  la  Manh  ol,  aaj  anha  Otlr 
feigottaB  ToluM  loBS  ago  raarigaid 


ia 
da«t  aod 


— CkariM  r.  MiOmiton. 


pbjtkiA  Culturt 


IDMUND  r.  Rucxn. 


INTRODUCTION. 


Never  befort  in  the  history  of  our  country  has  there  been  a  time  when  at- 
tention to  health  and  the  mean*  for  Mcuring;  and  preserving  it  were  lo  general  as 
at  the  |»wscnt  day.  As  a  people  we  are  beguminc  to  realise  the  importance  of  the 
propet  care  of  tne  body.  We  have  been  brought  to  this  viewpoint  by  the  oon- 
ditiont  of  living  which  our  industrial  system  has  forced  upon  us.  Physical  cul- 
ture, tficrcfore,  is  not  only  beneficial  to  all,  but  it  is  to  many  absolutely  essential 
to  the  preservation  of  health.  , 

More  than  one-third  of  the  peoirie  of  the  United  States  live  in  dties.  and  many 
of  this  number  are  crowded  into  tenements  wlwre  they  are  partially  or  wholly  de- 
prived of  pure  air  and  sunlight— the  best  agencies  for  the  preservation  of  health. 
Moreover,  naay  men  and  women  are  engaged  in  occupations  which  confine  them 
for  long  hours  in  such  positions  as  to  cause  a  constant  strain  upon  some  organs, 
while  mving  others  inactive.  Unless  these  people  taice  exercise  calculated  to 
streiurthen  these  inactive  organs,  the  system  becomes  unbalanced  and  health  fails. 

Pborly  ventilated  factories,  stores  and  dwellings,  occupations  whidh  pre- 
vent free  exercise  of  the  respiratory  muscles,  in  many  instances  prevent  proper 
purification  of  the  blood  and  kad  to  disease.  For  all  these  reasons  physical  cul- 
ture becomes  a  necessity. 

Life  is  a  battle  in  which  victory  goes  to  the  strong.  We  see  many  failures  in 
life  because  of  ftytkal  weakness,  and  in  numerous  mstances  this  weakness  can 
be  traced  to  neglect  of  proper  physical  training  during  the  period  of  childhood 
and  youth.  In  other  instances  physical  weakness  is  due  to  the  individual's  neglect 
of  proper  exercise,  his  failure  to  obtain  sufficient  sleep,  his  carelessness  in  regard 
to  ventilation,  and  his  excessive  indulgence  in  highly  seasoned  food  and  in 
stimulants. 

The  EoucATcm  volume  of  The  New  PiAcncAt  Refekbhce  Libraky  aims  to 
present  hi  a  clear  and  simple  manner  a  discussion  ot  the  prc^ess  which  ttie 
scientific  world  has  made  in  recent  years  in  the  direction  of  health  culture.  Civili- 
zation is  advandtw  by  leaps  and  bounds.  Man  is  conquering  the  forces  of  nature, 
and  in  no  field  of  investigation  has  advancement  been  more  rapid  than  in  that 
of  the  prevention  of  disease  and  in  general  heahh  building.  Some  of  the  greatest 
scientific  minds  of  Europe  and  America  have  been  kmg  engaged  in  working  out 
liws  of  healdi,  and  now  fixed  principles  may  be  laid  down  by  which  humanity 
seems  destined  to  be  restored  to  its  rightful  heritage-^>erfect  health. 

Pkesent  Conditions 

Problems  still  remain  to  be  solved,  but  there  are  many  universally  accepted 
roles  by  which  a  qrstematic  course  of  physical  improvement  may  be  prescribed 


for  eeneral  guidance.  The  leading  universities  of  the  world  have  awakened  to 
the  unportance  of  health  culture  and  disease  prevention,  and  are  estab  ishine  de- 
partmenta  under  one  name  or  another  for  studying  and  disseminating  knowledge 
about  these  subjects.  Wealthy  philanthropists  are  giving  their  means  and  time  to 
sustain  scienific  study  of  disease,  and  the  result  is  of  incalculable  value  to  the 
race  The  public  schools  have  joined  in  this  movement  and  in  many  schools 
physical  instructwn  for  both  pupils  and  teachers  is  regarded  as  an  unportant 
part  of  the  work.  t.  •    t      j 

Few  people  today  have  the  time  or  the  inclination  to  review  technical  and 
exhaustive  health  treatises,  or  to  analyze  tables  of  laboratory  or  training-camp  ex- 
periments, and  are  therefore  deprived  of  knowledge  of  great  value. 

Many  parents  are  still  living  in  the  belief  that  health  is  a  matter  of  good  or 
ill  luck ;  that  ilhiess  comes  to  us  as  the  result  of  divine  displeasure  or  indifference. 
Probably  they  do  not  know  that  there  are  definite  laws  of  health,  just  as  there  are 
laws  of  business  or  government.  Perhaps  they  think  there  are  too  many  compli- 
cated influences  such  as  heredity,  environment,  accident,  temperament,  germs  and 
other  intangible  forces  for  good  or  ill  for  them  to  reckon  with.  Others  say,  Oh, 
I'll  leave  those  matters  to  the  family  physician.  If  the  children  get  ill  it  is 
time  to  send  for  the  physician."  We  quite  agree  that  a  skilful  physician  is 
one's  best  friend  in  time  of  sickness.  The  physician  and  surgeon  have  a  very 
important  mission  in  the  world,  and  it  is  one  of  the  noblest  attributes  of  a  noble 
profession  that  it  is  concerning  itself  as  much  with  the  prevention  as  with  the  cure 
of  disease. 

Action  Necessaky 

But  why  wait  till  iUness  actually  comes  before  concerning  yourself  with  the 
question  of  health?  Why  not  build  up  and  fortify  your  system  and  the  systems 
of  your  children  against  the  attack  of  germs?  Why  not  attain  such  a  degree  of 
vitality  and  power  of  resistance  to  disease  that  you  no  longer  live  in  terror  of 
drafts,  wet  feet  and  contagion?  Why  not  give  the  children  of  the  land  such  a 
dtgttz  of  vigor  that  they  will  go  through  life  enjoying  every  minute  of  existence 
anS  be  able  to  overcome  cheerfully  obstacles  and  discouragements  which  crush 
others  not  so  well  prepared? 

The  ancient  Greeks,  in  this  respect,  were  far  ahead  of  us  today  with  all  our 
boasted  civilizatiOT.  The  care  of  the  body  then  was  of  equal  importance  with  the 
cultivation  of  the  mind,  and  through  systematic  habits  of  exercise  and  diet,  the 
Greeks  attained  a  perfection  of  mind  and  body,  a  harmonious  adjustment  of  the 
mental  and  physical,  that  made  them  the  wonder  and  admiration  of  the  pagan 
world,  and  even  today  we  must  go  to  the  Greek  statues  and  the  Greek  phik>sophers 
for  our  highest  ideals  of  physical  and  intellectual  perfection.  The  Greek  tutors 
and  parents  understood  better  than  we  of  this  enlightened  age,  the  necessity  of 
giving  the  mind  a  healthy,  vigorous  body  from  which  to  derive  its  power,  and  the 
almost  universal  success  they  achieved  in  bodily  training,  shows  how  well  they 
understood  the  principles  on  which  such  training  should  be  based. 

It  is  to  be  regretted  that  a  large  percent  of  the  ills  of  humanity  is  due  to 
ignorance  of  the  laws  of  health.  Thousands  of  school  children  struggle  for  an 
education  under  serious  disadvantages  of  physical  weakness,  if  not  of  actual 
disease,  when  the  trouble  lies  wtolly  in  the  mode  of  living  adopted  or  permitted 
by  the  parents.  This  condition  is  simply  the  result  of  the  law  of  cause  and 
effect,  a  law  which  is  never  suppressed  in  nature.  If  children  are  weak,  nervous, 
anemic,  irritable,  stupid  or  inattentive,  there  is  a  reason  for  it,  and  the  parent 
should  trace  back  titis  reasc»i  from  effect  to  cause.   The  suggestions  on  the  follow- 

—450— 


in^  pages  are  designed  to  assist  not  only  parents  but  all  others  to  apply  the  health 
principles  in  a  practical  way. 

Many  parents  say  that  their  children  are  not  ill ;  that  they  are  well  and  strong. 
Then  it  is  the  duty  of  such  parents  to  keep  their  children  in  this  condition.  How- 
ever, we  should  bear  in  mind  that  their  vigor  may  be  more  apparent  than  real. 
Big  biceps  and  a  bigger  appetite  do  not  always  indicate  vital  power.  Muscular 
development  secured  at  the  expense  of  the  nervous  system  is  a  menace  rather  than 
a  saf^;uard.  Keep  ever  in  mind  that  endurance  and  resistance  to  disease  are 
thtngs  to  be  desired. 

A  boy  or  man  may  have  a  fine  physique ;  he  may  be  able  to  lift  great  weights, 
and  yet  be  vulnerable  to  disease  germs.  The  test  lies  in  endurance.  Endurance 
means  the  power  to  sustain  work  for  a  great  length  of  time  without  undue  fatigue 
or  exhaustion.  Fatigue  comes  from  the  accumulation  of  body  wastes.  Wgh 
power  of  endurance  indicates  that  the  body  is  comparatively  free  from  these 
wastes  or  poiscms. 

Endurance  has  been  one  of  the  secrets  of  success  of  the  world's  great  men, 
such  as  Washington,  Napoleon,  Gladstone  and  ex-President  Roosevelt,  whose 
achievements  are  so  recent  that  they  are  easily  recalled.  Yet  this  man  of  iron 
will,  and  almost  unlimited  endurance  was  at  one  time  in  poor  health  and  obliged 
to  remove  to  the  plains  and  live  for  a  while  in  the  open  air.  However,  while  in 
certain  cases  a  change  of  climate  or  scene  is  beneficial,  you  can  begin  right  in 
your  own  home  the  work  of  health-building,  and  in  nearly  all  cases  carry  it  to  a 
successful  issue. 

Exercise 

The  value  of  exercise  as  a  health-building  agent  is  coming  to  be  generally 
reco^ized.  That  pronounced  physiological  effects  may  be  produced  and  morbid 
conditions  relieved  by  exercise  is  universally  admitted.  However,  we  must  re- 
member that  exercise  may  be  made  harmful  as  well  as  beneficial.  Sometimes 
the  prescribing  of  exercise  in  proper  kinds  and  amounts  calls  for  the  most  exact- 
mg  and  mature  judgment.  It  is  not  uncc»nmon  to  hear  people  say  that  exercise 
docs  not  agree  with  them.  Doubtless  the  fault  is  not  in  the  exercise  of  itself,  but 
in  the  way  in  which  it  is  applied. 

Authorities  agree  that  an  imposing  muscular  system  is  not  a  sure  indication 
of  health.  Health  depends  on  perfect  functional  activity,  that  is,  harmonious 
action  of  the  vital  organs,  such  as  the  stomach,  the  heart,  the  kidneys,  the  liver 
and  the  lungs.  These  wgans  are  all  encased  in  the  trunk  of  the  body.  It  may  be 
said  that  it  is  in  the  trunk  that  the  individual  lives.  This  is  the  human  power 
house.  The  limbs  may  be  amputated  and  yet  the  vital  organs  will  go  on  doing 
their  work  as  before,  and  the  individual  may  enjoy  good  health.  But  once  im- 
pair the  efficiency  of  any  of  these  vital  organs,  and  you  have  a  condition  of  ill 
health  to  a  greater  or  a  lesser  degree. 

It  is  therefore  to  the  trunk  of  the  body  with  its  vital  contents  that  modem 
physical  culture  experts  direct  their  attention.  The  more  perfectly  the  vital  or- 
frans  coordinate,  the  higher  the  individual's  vitality.  It  has  been  found  that  there 
is  a  cbse  sympathy  between  the  exterior  muscles  of  the  trunk  and  the  internal 
organs,  and  that  by  strengthening  these  muscles  it  is  possible  to  invigorate  the 
underlying  organs.  It  is  therefore  of  the  greatest  importance  that  the  abdjminal 
muscles  be  developed  and  that  the  exterior  muscles  over  the  heart  and  lungs  be 
strengthened  through  suitable  exercise.  This,  in  brief,  is  the  aim  of  physical  cul- 
ture today,  and  the  exercises  shown  on  the  following  pages  are  planned  systemati- 
cally to  build  up  and  strengthen  the  muscles  of  the  trunk. 
;    The  exercises  prescribed  can  be  taken  in  your  own  home,  without  any  ex- 

—461— 


I 


i 


S^  for  rt^TcxeSserare  just  before  retiring  at  night,  or  when  one  n«*  in 

into  activity. 

EXERC    sES  FOR  PRACTICE. 

Exerdse  J.    Ue  flat  on  the  back.    Raise  first  one  leg  and  then  the  other  to  a 
perpendicular  pr  ''ion.    (See  Figs,  i  and  2.) 

ScerciseT     .aise  and  lower  both  legs.    Continue  until  nuldly  tired.    This 
is  an  exceUent  exercise  for  the  abdominal  muscle*.  

Exercises.    Same  position  as  in  Exercise  1.    Hands  clasped  behmd  the 
head.    PuU  up  to  sitting  position.    (See  Fig.  3) 

Exercise  4.    Stand  erect,  arms  outstretched  to  Ae  side  hon«>ntaIly.    Twist 
'  to  left  as  far  as  possible,  then  twist  to  the  nght    (See  Fig.  4) 

ExCTd«  5.    Hands  on  hips.    Bend  first  to  right  as  Tar  as  possible.    Then 

'*^?^erdsVf  sSh^fiid^^overhead.    Bend  back  as  far  as  possible,  reput- 
ing SS  tir^     )5t^te  by  bending  forward  and  trying  to  touch  toes.    (See 

^^'l^rdse;.    Hands  on  hips.    Twist  the  trunk  aroand  in  a  circle,  first  one 

**''Et^c2^S.'^Sanif^n'ifps^-^Lower  the  trunk  to  a  squatting  position  and 

'•^^eSe^^'  T^«  t^hf  m^Lles  of  the  neck  and  turn  head  from  side  to  side. 
makgJSfse?  of  muscles  resist  the  other  m  the  '"ovemttit  In  *e  sil^  man- 
niTt^  the  head  forward  ^n''  back  and  around  m  a  cu-cle,  first  to  the  left..tnen 
to  thJ  right  ThIsTsTdevelop  and  strengthen  the  n«Jc  A  Urg,  „eck  mdicates 
nowM-  It  insures  a  Kood  blood  supply  to  the  bram.  (See  F».  9)  .  ^.  .  , 
'^    acJyjJ  10     pSTthe  paUns  of'the  hands  together  mTront  of  the  breast 

*"'  E^^  n.  ^  I^k  I'&iU  together  in  front  of  the  chest  and  pull  one 

"^E^  ix  °lSc  th^e^diUa  the  back  «,d  alternately  pull  one  against 

^'  t^'  rTnS?  SSS;  Jl^riSStaJfy.^   Make  the  hands  describe  a 

.'""  Sl^eSr^xf  l^t  &^S;  £^  floor,  the  body  outstretched,  face 


downward.  Raise  and  lower  the  body  from  the  floor,  dipping  the  body  until  the 
nose  touches  the  floor.    (See  Fir.  14.) 

Exercise  15.  Hands  on  back  of  a  chair  or  table.  Raise  and  lower  the  knees 
rapidly,  as  in  running.    (See  Fig.  15.) 

Caution.  It  is  not  intended  that  all  these  exercises  be  taken  at  any  one  time. 
Selections  may  be  made  from  them  according  to  taste.  If  the  doing  of  these 
exercises  becomes  drudgery  to  the  chiM,  stop  a  while,  but  resume  them  again 
as  spon  as  possible.   Let  there  be  one  day  in  the  week  of  absolute  rest. 


FOOD. 

Food  is  ck>sely  related  to  health.  The  quantity  and  quality  of  food  should  be 
suited  to  the  needs  of  the  individual.  This  means  that  it  depends  very  largely 
upon  age,  climatic  conditions  and  occupation.  In  general,  one  engaged  in  an  occu- 
pation which  calb  for  vigorous  and  prolonged  muscular  exercise  m  the  open  air 
requires  a  larger  quantity  of  food  and  more  stimulating  food  than  one  engaged 
in  sedentary  occupations.  There  are,  however,  exceptions  to  this  general  rule. 
These  exceptions  are  very  apparent  among  certain  classes  of  people  who  take 
directly  opposite  views  in  regard  to  the  value  of  meat  as  an  article  of  food.  Those 
known  as  vegetarians  exclude  meat  from  their  diet  entirely,  while  we  find  others 
who  subsist  almost  wholly  upon  meats.  However,  the  great  majority  make  use 
of  a  mixed  diet,  in  which  vegetable  foods  and  meats  are  mingled  in  varying  pro- 
portions. 

In  the  last  analysis,  the  quantity  and  nature  of  food  depends  upon  the  in- 
dividual. Neither  medical  science  nor  the  systematic  study  of  disease  have  yet 
been  able  to  disprove  the  truth  of  the  old  adage,  "What  is  one  man's  meat  is  an- 
other man's  poison."  In  other  words,  those  articles  of  food  which  seem  to  be 
perfectly  adapted  to  one  individual,  and  by  that  person  easily  digested,  are  to 
another  almost  entirely  indigestible  and  cannot  be  eaten  without  injury. 

Food  should  be  nutritious,  readily  digestible  and  free  from  an  excess  of 
condiments  or  other  substances  which  highly  seasoned  food  contains.  For  all 
such  substances  as  need  cooking,  thorough  cooking  should  be  done.  In  winter 
one  needs  more  food  than  in  summer,  and  usually  one  eats  more  meat  and  more 
fats  in  winter  than  in  summer  because  of  the  heat-producing  quality  of  these  sub- 
stances. 

More  attention  should  be  given  to  the  manner  of  eating  than  is  bestowed 
upon  it  by  a  large  number  of  people.  All  v^etable  substances  contain  more  or 
less  starch,  and  unless  starch  is  digested,  it  furnishes  no  nutriment.  One  should 
remember  that  the  digestive  process  of  starches  begins  in  the  mouth  by  mingling 
the  saliva  with  the  food.  Therefore,  food  should  be  thoroughly  masticated.  One 
should  eat  slowly  and  chew  his  food  until  the  saliva  is  thoroughly  mingled  with  it. 
By  doing  this  the  food  becomes  more  thoroughly  digestible,  furnishes  a  larger 
proportion  of  nutriment,  and  consequently  a  less  quantity  supplies  the  needs  of 
the  system.  Those  who  eat  rapidly  invariably  eat  too  much  and  overwoiic  the' 
digestive  organs.  This  practice  in  the  course  of  time  cannot  fail  to  lead  to  the 
weakening  of  these  organs  and  consequent  ill  health. 

Food  should  be  taken  at  regular  intervals.  The  digestive  organs  are  rhyth- 
mic in  their  action,  and  when  they  become  accustomed  to  act  at  certain  intervals, 
they  perform  their  duties  more  satisfactorily  if  this  custom  is  foltowed.  The 
average  adult  eats  three  meals  in  twenty-four  hours ;  some  believe  in  eating  hut 
two.  However,  if  other  conditions  are  equal,  the  person  eating  two  meals  ^ 
day  will  take  and  assimilate  as  much  food  as  the  one  eating  Sirec;  tht  ^rst 
simply  eats  more  at  a  time.  Young  children  need  to  eat  more  frequently  than 
adolti^  and  this  need  should  always  be  met.    However,  it  should  not  d^enerate 

—456— 


I, 


into  a  habit  of  constantly  eating  between  mcaU,  after  the  chUdmi  >»▼«  JfJ^ 
iuchaTSe  that  there  is  noliecessity  for  their  eating  more  *«q"«&  *" 
aSt^    JSther  very  injurioas  habit  which  ehiklrenare  ^^^  J^*^^ 
fom  is  A^f  consuntty  munching.    'Si'jS^y' ^JJ^P*  "SJ«S 
stdOKh,  tends  to  overwork  that  organ  and  consequently  to  imtata  it. 

AIR. 

Pure  air  is  as  essential  as  pure  food.    One  can  live  for  hours  and  even  days 
with^t  food  and  drink,  but  one  cannot  life  five  mmutes  without  oreathmj^. 

mwt^  little  attention  to  proper  ventilation.  Defective  ventila^  |sone 
of  thTmSt  prolific  sources  of  tubetculoais  and  other  Itmg  trooblw.    The  home. 
md^SSly  the  sleeping  rooms  in  the  home,  should  be  thoroughly  ventiUtedL 
pSf^rr«<wnizin?thf  importance  of  pure  air,  and  in  most  modern  dweUtngs 
^y"^ro7;;S.S&tion  arrprovided..   However,  in  ™«"y  oJ^uM  LSS 
tf«se  are  either  defective  or  wholly  wanting.    In  «»«:'»«"»•""  »*"»'i.'C,^ 
to  let  i  ai  fnm.  the  outside  at  frequent  Intervals.    One  *o«Wr^«nber  tib« 
Sid  air  is  not  necessarily  pure  air.  and  a  room  whose  t«^««S'*  "  JST 
fr^ine  may,  from  this  point  of  view,  need  ventilation  as  much,  or  even  more. 
£S"Se^fich  has  a  temperature  of  70'.    Schoolrooms  and  »»  o^«. !«"« 
Si^  should  be  thorougWy  ventilated  every  time  they  are  vacated.    At  each 
JJSX  K  and  windows  of  the  schoolroom  should  be  thrown  open,  even  m 
cSTwwtheTfor  a  few  minutes,  to  let  the  foul  air  escape  and  pure  air  enter 
TWsSrbe  done  even  when  the  buiWing  U  provided  7*  jsgood  system  o 
ventiUtion,  for  no  system  provides  a  sufficient  circulation  to  remove  all  the  foul 
air  and  iwovide  each  occupant  with  all  the  fresh  air  necessary. 
"'  "B^eJSe^lercises  in^e  open  «r,  except. in  cold  ^"Jther.  «;e  vej  bene- 
fidal  and  stmigthening.    In  taking  these  exercises  one  shoiUd  stand  erect  with 
Ss^n  hips  £d  head  thrown  back  a  Uttle.    Air  should  S^l^,i?*^"Jj! 
the  lungs  are  filled  to  the  utmost  capacity,  then  the  ajr  should  be  expeUed  frwn  the 
lungs^  completely  as  possible.    Exhabtion  may  ^  slow  or  «Pl\o' ^»»* 
iSd  rapid  nXem«ts  tiay  alternate.    The  same  effect  is  «<:'^,,'>y  P"^^^ 
th^e  exercises  in  a  room  with  windows  open  so  as  to  give  as  full  a  cirrolation 
ST^  aTSrbtaS^ ^f  doors.    In  all ^s  the  air  should  be  inhaled  through 

**"  "Kthine  exercises  are  beneficial  to  everyone,  but  they  are  necessary  to  the 
maintenance  of  health  for  those  who  are  engaged  in  sedentary  occupations.  In 
Sc^«  brSthing  exercises  should  be  taken  at  least  twice  a  day-mommg  and 
ewli^  Th?se  more  formal  exercises  can  be  supplemented  by  an  occasional 
fun  brwth  taken  while  at  work.  Let  the  worker  pause  for  a  moment^  throw  the 
ild  IS  shouWerTback  and  inflate  the  lungs  to.their  full  capadty.  This  secures 
relaxation  of  nerves  and  muscles,  and  helps  invigorate  ttie  blood. 

In  the  beginning  breathing  exercises,  like  muscular  exerases.  should  be 
taken  lightly,  for  they  can  cause  more  or  less  of  a  stram  upon  the  system.  -^  one 
beSmJ  aaustomed  to  them,  they  can  be  increased  in  length  and  vigor.  But  if 
indulged  in  too  freely  at  first,  they  are  bable  to  result  m  injury. 


Oaima  and  pUy* 

jissie  euzaieth  black. 
Value  in  Play. 

The  educational  world  is  beginning  to  recognize  the  importance  of  play  in 
the  development  of  child's  character,  and  many  public  school  systems  make 
provision  for  games  and  piays  in  their  course  of  study.  Large  cities  are  not  only 
esublishing  playe[rounds  at  public  expense,  but  are  also  providing  attendants  who 
can  teach  the  children  interesting  and  healthful  games.    The  suggestions  here 

S'ven  are  for  the  purpose  of  assisting  teachers  md  parents  who  wish  to  teach 
e  children  under  thsir  charge  to  play  in  the  right  way. 

"Play  is  not  trivial ;  it  is  highly  serious  and  with  deep  meaning,"  says  Froe- 
beL  Play  is  one  of  the  ways  in  which  the  child  expresses  himself.  Games  furnish 
one  of  the  means  of  securin|;  at  least  oart  of  the  development  stated  in  the  edu- 
cational ideal — ^"a  healthy  mmd  in  a  healthy  body."  Games  aid  in  the  cultivation 
of  social  and  of  competitive  activity ;  they  afford  n  opportunity  for  ethical  train- 
ing. 

The  play  time  furnishes  an  opportunity  of  su  refreshing  the  body  and  mind, 
stiffened  or  fatigued  from  close  application  to  work,  that  the  work  itself  will  be 
more  advantageously  pursued,  and  the  time  used  in  exercise  more  than  made  up 
because  of  renewed  interest  and  attention.  Because  little  children  become  easily 
fatigued,  frequent  brief  play  periods  should  be  provided  for,  rather  than  one  tong 
one. 

Aims. 

This  work  in  physical  training  must  be : 

(i)  Hygienic,  adding  to  the  health  of  the  child  through  its  good  effects  on 
circulation,  respiration,  etc. 

(a)  Corrective,  tending  to  correct  the  defects  in  posture  and  movement 
caused  by  stooping  over  desks,  etc.  , 

(3)  Educative,  training  the  brain,  nerves,  and  muscles  to  alert,  controlled 
action:  the  harmonious  working  of  body  and  mind. 

(4)  Recreative,  furnishing  relaxation,  fun,  joy,  all  of  which  increase  the 
value  of  the  work  for  the  pupil. 

Now  every  game  cannot  have  all  these  four  values.  The  game,  the  aim  of 
which  is  educative,  as  ring  toss,  which  requires  precision  of  movement  and  quick 
response  of  the  body  to  the  mind,  should  be  played  often,  but  not  to  the  exclusion 
of  others  whose  main  aim  is,  let  us  say,  hygienic,  as  racing,  which  gives  a  healthy 
stimulus  to  the  circulation  and  respiration.    Vary  your  games. 

SOME  SIMPLE,  PRACTICAL  SUGGESTIONS. 

Do  not  waste  the  short  play  time  in  making  elaborate  plans  about  what  is  to 
be  played ;  get  right  to  business  and  keep  things  moving. 

Ehiring  the  gam.  period,  throw  op«n  the  windows  so  that  the  air  may  be 
completely  changed. 

Let  the  teacher  enter  into  the  spirit  of  the  play,  making  it  a  period,  to  an  ex- 
tent, of  recreation  to  herself.    She  needs  it. 

—457— 


i^ 


Encourase  the  children  to  get  into  the  habit  o£  taking  deep,  full  breathi  to 
"wash  wt"  ttie  lungs.    Tell  them  to  take  threie  such  breaths  every  time  they  step 

out  of  a  door  into  the  air.  ,  ,  «  i  .»!^  „«  u 
The  best  method  of  teaching  a  game  u  to  make  a  fuU  expIanaUon  ot  it 
before  the  pupiU  Uke  their  places  to  play.  Never  try  to  teach  and  play  a  game  at 
the  same  Ume.  ^  ,.  „  .  ^_ 
As  a  rule  let  the  children  choose  the  games.  Encourage  team  work,  try- 
ins  with  all  their  might  to  win  for  their  tWe.  »     ,    : 

'  Insist  on  holding  to  the  simple  rulea  of  the  game-to  the  honest  winning  or 

tosing  of  a  game. 

GAMES  FOR  YOUNG  CHILDREN. 
In  the  ScHOOLaooM  or  the  Home. 

/  Sow.  A  child  in  each  row  tells  of  some  action  he  has  seoj,  as  a  duck 
flyine,  a  soldier  marching,  or  a  train  speeding,  at  the  sar  e  time  illustrating  t. 
Each  row  in  turn  follows  its  leader  around  the  room,  imitating  the  action  shotvn. 

Express  Tram.  Children  are  chosen  for  engine,  headlight,  beU,  wheels,  cot- 
ductor  passeneers,  etc.,  and  run  in  a  row  up  and  down  the  aisles,  executing  the 
JSaSS^Ste  to  each  part  "Train  is  stW  I"  calls  the  ^eacher.  It  comes 
to  a  standstiU,  children  take  their  seats,  and  another  train  is    made  «P- 

Soukrel  Game.    The  children  blind  their  eyes  with  heads  upon  their  desks, 
and  one  hand  open,  in  the  hope  of  getting  a  .lut  which  one  child,  the    «iu>rrel, 
may  ^rop  intoTt    The  child  who  receives  the  Jut  runs  on  tip-toe  ■i-er  the 
squirrel  and  tries  to  catch  him  before  he  reaches  his  seat    If  he  does  not  then 
he  is  "squirrel."  .  .  ._    ^      t  « 

Hole  in  the  Ice.  The  "hole"  or  "crack"  in  the  ice  is  represented  by  two  chalk 
lines  on  the  floor.  One  row  of  children  at  a  time  runs  or  jumps,  m  turn,  trying 
to  jump  over  the  "hole."  If  any  one  touches  the  floor  between  the  lines,  instead 
of  Koing  home  to  his  seat,  he  must  first  come  to  the  front  of  the  room,  while 
the  other  rows  are  jumping,  and  dry  his  feet  by  running  on  tip-toe  on  ptacc. 
The  width  of  the  "crack"  may  be  graduaUy  increased.  This  game  is  good  for 
circulation  and  respiration. 

Follow  the  Leader.  A  competent  child  leads  the  class  around  the  room,  up 
and  down  the  aisles,  skipping,  then  waving,  stepping  high  like  a  horse,  dapping, 
etc  charing  quickly  from  one  to  another.  The  other  children  unitate.  This 
and  the  following  are  excellent  for  brief  recreative  exercise. 

Review  Roundel    (This  may  be  sung  to  the  tune  Yankee  Doodle.) 

"There  you  stand  before  us  all 
To  teach  us  what  to  do,  sir  I 
Now  show  a  motion  you  recall 
And  we  will  follow  you,  sir  I" 

The  pupils  should  stand  at  their  desks  or  in  a  circle.  The  pupil  chosen  for 
"teacher"  sUnds  in  front.  The  pupils  march  forward  on  lines  i  and  3,  and 
backward  to  place  on  lines  2  and  4,  singing  as  they  step.  At  the  close  of  the 
song  the  "teacher"  shows  a  favorite  exercise,  as  sawing  wood,  touching  the  floor 
with 'the  finger  tips  with  knees  sprung  back,  etc.  The  rest  of  the  class  imitate  it. 
"Teacher"  may  mark  the  rhythm  by  singing  la  to  Yankee  Doodle  tune,  as  the 
ipils  take  the  exercise.    This  game  gives  all  a  little  exercise  at  once. 

Bean  Bag  Games.    The  fbOowing  games  can  be  played  with  bean  bags  about 
S  inches  by  S  inches  made  by  the  childrei;  (a  set  of  these  should  be  m  every  school- 

— 45»- 


room  for  games),  cnr  with  a  large,  light  rubber  ball.  Some  game*  can  be  played 
oat  of  dours. 

The  teacher  may  open  the  game  as  follows :  As  many  pupils  as  possible  may 
take  {daces  on  a  chalk  circle  ^wn  on  the  floor  in  the  front  of  the  room,  or 
where  there  is  a  vacant  space. 

The  pupil  who  is  "if'^or  "teacher"  tosses  the  bag  to  any  pupil  in  the  circle, 
who  becomes  "teacher"  if  he  catches  the  bag,  or  must  take  bts  seat  if  he  does 
not  The  pupils  for  wh«n  there  was  not  room  at  first,  may  fill  vacant  spaces. 
The  game  may  be  varied  by  the  "teacher"  tossing  the  bag  in  the  air  and  calling 
the  name  of  a  child,  who  becomes  teacher  if  he  jumps  forward  and  catches  it.  or 
takes  his  seat  if  he  does  not  This  latter  variation  of  the  game  should  be  played 
very  quickly. 

Cai-SMch.  Number  the  rows  or  aisles  of  children,  i,  2,x,  4,  etc  The  pupils 
should  stand,  each  even  row  facing  the  nearest  odd  row.  Tne  first  pupil  in  the 
even  row  tosses  the  bag  to  the  second  pupil  in  the  odd  file,  the  bag  continumg  in 
a  zigzag!  ^°^^^  ^  ^he  last  pupil,  who  tosses  it  directly  across,  so  that  after  re- 
tummg  in  a  zigzag  course,  the  first  pupil  in  the  odd  row  will  have  the  bitf.  G>unt 
may  be  kept  to  see  which  double  row  finishes,  without  dropping  the  bag,  first 
Alk>w  hughter,  but  insist  on  attention. 

Touch  Ball.  The  ball  or  bag  is  passed  rapidly  from  one  to  another  of  those 
forming  the  circle,  high  or  low,  across  the  circle,  or  in  any  direction  stated  by  the 
teacher.  A  player,  or  "it,"  in  the  center,  tries  to  touch  the  ball  or  bag,  and 
changes  places,  when  successful,  with  the  one  who  had  it  when  it  was  touched. 

Out  of  Doois. 

Play  out  of  doors  when  possible.  Some  of  the  following  game's  may  be  played 
indoors,  if  space  permits,  in  stormy  weather. 

Cat  and  Mouse.  The  players  form  a  circle,  grasping  each  other's  hands  and 
standing  about  an  arm's  length  apart.  The  cat  stanus  outside  the  circle;  the 
mouse  to  be  caught  stands  inside.  The  pupils  forming  the  circle  may  favor  one 
or  the  other  by  raising  arms  to  allow  passing  in  and  out  of  the  ciixle,  or  may 
tower  arms  to  prevent  it  As  soon  as  the  mouse  is  caught,  other  players  are 
chosen. 

Hawk  and  Hen.  About  ten  or  twelve  children  stand,  one  behind  another, 
with  their  hands  on  the  shoulders  of  the  player  in  front,  and  represent  hens. 
Another  player,  the  hawk,  tries  to  catch  the  last  hen  in  the  line,  and  the  first  hen 
tries  to  prevent  this  by  getting  in  front  of  him,  and  by  raising  arms,  etc.,  while  ^he 
rest  try  to  keep  out  of  the  way  of  the  hawk.  As  soon  as  a  hen  is  caught,  sYt  is 
out  of  the  game.    Choose  an  alert  mother  hen  to  head  the  line. 

Moon  and  Morning  Stars.  This  Game  is  played  when  the  sun  is  shining. 
One  of  the  players  is  the  moon  and  takes  her  place  in  the  shadow  of  the  school- 
house,  a  tree,  etc.  She  must  not  go  into  the  sunshine.  The  other  players,  the 
morning  stars,  dance  from  the  sunsJiine  into  the  shadow  near  the  moon,  callii.g: 

"O  the  Moon  and  the  Morning  Stars  I 
O  the  Moon  and  the  Morning  Stars  I 
V/ho  will  step— Oh, 
Within  the  shadow?" 

The  moon  tries  to  tag  the  stars  and  they  may  dther  be  kept  with  her  or  change 
places  with  her,  as  the  players  decide. 

Dare  Base.  A  line  is  drawn  midway  between  the  goals.  A  ctnoKT  stands 
at  each  end  of  this  line.  The  other  players  run  back  and  forth  between  the 
goals ;  they  may  not  be  tagged  when  m  the  goals  or  on  the  base  line,  but  they  may 

—450— 


i  > 
'I 


""^Sa^mm.   O»boo«iiwlo«>"  Stack  Mm.  Tta  «  com  iiMtcfJ- 


or  another  will  recogniie  by  name  uiid  wiU  gladly  ?ead. 

G.\MES  FOR  OLDER  CHILDREN. 
In  the  Schoolroom  o«  thi  Home. 
»*— ,  »«  »tw.  crtttn*.  xuweated  for  younc  children  remain  fcvorites  and  may 

headf^^JSsiStedhX^^^ts.    AU  the  chll^ jH  met  wj*^ 
rSedove^eao.    At  command  the  b«,  a«  passed  Ward.  ^^ 
JSJS  until  the  Ust  pupils  are  reached,  Th«e  p«.  ttem  fonjarf^n^the^^^^ 
numner     The  pupil  in  front  first  recemng  the  W  rises  to  show  wmcn  n>w  ih 
^    Allow  thV^usiasm  free  expression  in  th»  most  valuable  game 

P^Tln  FirTout     A  group  of  three  erasers,  or  bean  bags,  etej,  »  placed 
!«  .  cSk  *'Jked  salare  on  the  %oor  in  front  of  alternate  rows.    The  pUyers^ 

^.f F&  Se'^.r r  ^«T|™r '^j^^t 

tause  cSue  the  game.  The  row  whose  pupils  fi*"*  fi»V"*;^*«i*  Sr^ 
5?.!^'  TWs  game  is  Si  of  fun  and  excitement  and  a  great  outlet  for  the  repressed 

"""^nJ^^^t^tlTpS^to^ihr^oi  running  to  touch  front  and  back  wall 
in  sul'Lfor  A^rlidng  the^at^  which  «5  be  played  when  time  «  verj 

"™*5?«:;:^;tSf  m  r^m  .^;dLse  .ides  to  last  for  a  week.   These  sides 
maySTn  cS  roirs  in  the  tw'o  center  aisles,  leavmg^  "^^'^.^^J^XL* 

^r^  d^r tte-ur  ^^  ^,^p^  p'Jf  ^^^ 
EVot  ThSSsttli- e-?rlr«^^ 

Sr    -Se  side  whose  leader  is  first  in  place  Indicate,  wmnmg  by  clappmg. 


TMtiitg  TMy.  Ltt  pupib,  am  from  each  row  in  turn,  •tand  at  a  fivM 
dbtaact  from  a  ilaatcd  board,  two  by  three  feet,  with  an  opcninf  eight  mchct 
M)uare  in  the  center,  and  throw  bean  bags.  Bajp  pataing  thnw^  the  center 
•core  ten  poinU;  tivae  landing  on  the  top  of  the  board  More  five  points,  and 
thoM  landing  on  the  floor  diminiah  the  score  by  five  points.  Bags  displaced 
count  for  the  rows  by  which  they  are  displaced.    The  score  should  be  loa 

Otrr  OF  Dooaa. 

Tkr«t  Dnf.  The  players  form  a  double  circle,  one  within  the  other.  The 
distance  between  the  players  must  be  two  steps.  One  player  stands  directly  be- 
hind another.  There  are  two  "iu."  one  trying  to  tag  the  other  as  he  runs  around 
the  outer  circle.  Just  as  he  is  about  to  be  tagged,  the  runner  quickly  moves  to 
the  insidtt  in  front  of  a  pair  of  phyers  (making  "three  deep"),  and  then  the  last, 
or  outside  player,  must  run.  If  the  tag^  succeeds  in  touching  the  runner  before 
he  jumps  mside  they,  reverse  the  runnmg,  the  one  who  has  tagged  trying  to  get 
in  front  of  a  (  ir  at  once.  The  chihiren  should  never  run  across  the  circle  or 
between  circles  to  reach  inside.  This  game  is  a  particuUr  favorite  with  okler 
childrai.  and  makes  for  alertness  as  well  as  for  general  physical  devek>pment 

Firt  on  tht  Mounlaint.  Places  are  marknl  in  a  circle  by  sticks  or  stones, 
with  considerable  tptct  between,  providing  for  two  kss  spaces  than  there  are 
players.  One  of  the  odd  pbiyers  is  a  leader,  and  sits  or  stands  in  the  center ;  the 
remainder,  oi  "circle  men,"  take  the  places  marked.  The  other  odd  man  stands 
anprwhere  between  the  bases  or  marked  places.  The  object  of  the  game  is  for  the 
"orde  men"  to  change  places  on  a  signal  from  the  leader,  each  |3ayer  trying  to 
avoid  being  the  odd  man  by  losing  a  place.  The  kmger  the  distance  between  the 
bases,  the  better  the  sport.  The  running  must  be  done  in  a  circle  outside  of  the 
bases  and  no  cross  cuts  through  the  circle  are  alk>wed.  The  |:4ayer  in  the  center 
calls: 

"Fire  on  the  mountain,  run,  boys,  runt 

You  with  the  red  coat,  you  with  the  gun ; 

Fire  on  the  mountain,  run,  boy;,  run ! 
Basel" 

Then  the  changes  .must  be  made,  the  center  man  and  the  other  odd  man  try- 
ing to  get  a  base.  Those  left  out  are  the  "its"  as  the  game  continues.  Forfeits 
may  be  used  in  this  game. 

Last  Couple  Out.  This  game  requires  an  odd  number  of  players.  One  is 
chosen  for  catcher,  who  stands  with  his  back  to  the  rest,  not  less  than  ten  feet  in 
front  of  the  rest  of  the  players.  The  rest  of  the  players  stand  in  couples  in  a  long 
line  behind  him,  facine  in  the  same  direction  that  he  does.  The  catcher  calls, 
"Last  couple  out  I"  Then  the  last  couple  in  the  line  runs  toward  the  front,  the 
right-hand  one  on  the  right  side  of  the  double  line,  and  the  left-hand  one  on  the 
left  side,  and  try  to  join  hands  in  front  of  the  catcher.  The  catcher  must  not 
chase  them  before  they  are  in  line  with  him,  and  must  not  turn  his  head  to  see 
them  as  they  come.  They  should  try  to  confuse  him  by  circling  far  out  beyond 
him  on  either  side,  or  by  one  keeping  close  and  the  other  circling  out,  etc.  If 
the  catcher  succeeds  in  catching  one  of  the  players  before  that  player  can  clasp 
hands  with  his  partner,  these  two,  catcher  and  caught,  form  a  couple  at  the  head 
of  the  line,  which  moves  back  a  step.  If  neither  is  caught  they  are  free,  or  out 
of  die  game. 

Trade  Game.  A  few  players  step  aside  and  decide  on  aomt  trade  to  repre- 
sent. They  advance  to  the  others,  saymg :  "Here  we  come !"  The  others  respond. 
"Where  from?"   "New  York."  they  reply.    "What's  your  trade'"    The  few  then 

— «l— 


ptoym.  trytaf  to  um  ^J^^jf^^^-rSTitwrot  the  mort  Aluabta 
'**"^  .^     r.  A....^  Atkiw  mmei  timwted  tor  oWtr  ehUdr«n  ut  the  fcl- 

;S?Mb?;il«r"n  Khool  h«lp.  greatly  when  the  g«net  are  played. 

QUIET  GAMES. 
The  foUowinf  quiet  fame.,  with  (ewer  physical  value.,  are  yet  of  great  val.ie 
^  TT-fi'^SiS? *°An"d;iSrtThi?de„  after  one  child  h«  been  .ent  from  the 

iA'^'^^y^t'T^^tl^,^^^   out  the  name  of  a  bird  or  el«  come 

'n.«iKjo"'"The  SdJr  Sis:  "All  torn,  up!"  ■  "Dog',  hon.  upl"  or  "Cow  » 
SSrSr  *^A.  StpSHhri  ft.  his  own  thumb  up.  When  he  na.ne.  « Ji"""*! 
S.TX  h«  fe4WpV«  «^t  their  thumbs;  ffhc  names  one  that  has 
M  horafc  any  player  that  points  hi.  thumb  up  is  out  of  the  game.  „ 

^\KS     rwffcVr:    I'm  thinking  of  a  word  that  rhymes  with    pat 

PupU:    I.  it  what  you  wipe  your  feet  on? 

TMihe*:    No.  it  isn't  "mat."  . 

Pupil-    I.  it  an  animal  that  catches  mtcef 

TMciur     No.  it  isn't 'W; 

Pupil:    Do  you  play  bail  with  it? 

SrJalne  ^"'sbg  i'de^may  be  carried  out  by  sending  out  one  cWld  wh^e 

w»,!.h  X  hafwritten  thrjrincipal  seas,  cities,  productions  or  the  like,  already 
which  slw  has  wnneninep       y^  ^^  ^^^^  ^  ^^,^^  ^y  ^^ 

learned  by  Ae  *"<'^«"-  /"*,,f  r?  "^     „  j  p."    Before  the  teacher  can  count 

r^' Ae'^h?w%h/'Sis  ijo^m^^^^^^^  -'*  ?« 'r'  r 

tS«  ar^  ^y  va?S;tio«rof  this  review  game  which  wUl  .ugge.t  themselves  to 
^  ^A^n^  Charades.    ChMrtn  heartUy  enjoy  "making  up"  pl*y«.  MJ"  *^'^f. 


I 


GtfiCcs 


INTRODUCTION. 

The  article  Elkiet  in  The  New  ?BAcncAL  Reteeence  Libeary  telli  what 
ethics  i»  End  alio  tUtet  wme  of  the  leading  view*  concerning  ethical  theories. 
T!w  importance  and  practical  value  of  this  subject  are  too  often  overlooked,  most 
people  considering  ethics  to  be  an  abstract  science  in  which  only  theologians  and 
ptofcisors  of  phikMophy  in  colleges  and  universities  are  interested.  Such  a  view 
U  far  from  correct,  for  the  proper  development  of  his  moral  nature  early  in  life 
it  of  the  greatest  importance  to  everyone.  Much  of  the  irresponsibility,  deception, 
dishonesty  in  public  and  private  life,  and  the  gossip  so  detrimental  to  society,  is 
due  to  the  lack  of  moral  training  in  early  life  on  the  part  of  those  who  engage  m 
these  practices.  .  „  ^   . 

While  moral  training  has  always  been  miportant,  it  is  especully  so  at  the 
prcaent  time,  for  the  foltowing  reasons:  ... 

I.  In  a  democracy  such  as  ours,  the  laws  of  the  sUte  and  the  nation  derive 
their  authority  from  the  consent  of  the  governed.  The  strongest  szteffOitd 
against  lawlessness  and  the  enactment  of  vicious  laws  is  a  public  moral  sentiment 
wnkh  will  not  tolerate  the  one  nor  sufqwrt  the  other. 

a.  Our  present  industrial  system  separates  employer  from  emptoye,  parents 
from  children;  creates  classes  in  society,  and  makes  practically  impossible  the 
old-fashi^ied  home  with  iU  benign  and  sacred  influences.  Unless  special 
emi^iaait  is  placed  upon  moral  training  during  childhood,  the  public  standard  of 
morals  will  be  lowered.  ....  .  * 

t.  Our  complex  life  tends  to  a  confusion  of  moral  ideas  on  the  part  of 
tome.  There  are  altogether  too  many  men  who  possess  a  "stratified  conscience ;' 
that  is,  they  have  one  conscience  for  their  home  life,  another  for  their  church 
life,  a  third  for  their  social  life,  and  a  fourth  for  business.  "Mr.  A  is  the  soul  of 
honor  in  his  private  life,  but  in  business  he  is  not  to  be  trusted."  says  one. 
"Mr.  B.  is  a  very  faithful  attendant  upon  the  services  of  his  church  on  Sunday, 
4ttit  look  oot  for  him  on  the  other  days  of  the  week,"  says  another.  Unfortunately, 
the  conditions  here  described  arc  so  numerous  as  to  make  the  above  examples 
commonpUce.    We  say  that  a  person  following  different  moral  standards  lacks 

Cindple,  and  this  is  true ;  but  he  lacks  as  well  a  moral  training  which  would 
ve  given  him  a  clear  conception  of  right  and  wrong  and  devetoped  m  hirt  the 
power  of  deciding  for  and  adhering  to  the  right. 

Recpgninng  the  importance  of  moral  training,  the  publishers  of  the  Educatoe 
can  atlennon  to  the  very  helpful  matter  found  on  the  pages  which  follow.  The 
principles  SUted  are  fundamental,  and  the  purpose  of  the  article  is  to  show  parents 
and  ^^achers  how  they  can  aid  those  under  their  charge  in  gaining  high  ideals  of 
rir".>.  M  in  f6nttinjf  the  habit  of  following  those  ideals.  The  following  outline 
wiil  assist  in  the  study  of  the  article: 

— 4«3— 


RIGHT  AND  WRONG. 


Impulse. 
MoKAL  Acts. 

Immoral  Acts. 

Non-Moral  Acts. 
What  a  Moral  Act  Includes. 

Knowledge. 

Desire. 

Choice. 

Execution. 


Ideals. 

Heredity. 

Early  Training. 

Public  Opinion. 

Associates. 
Change  of  1'  ?als. 
Moral  ?tah<./.?j^. 


HELPFUL  SUGGESTIOy: 


Environment. 
Mental  Attitude. 
Example. 
Bodes. 


Self-Restraint. 
Self-Reliance. 
Reason  and  Judgment 


QUESTIONS  FOR  DISCUSSION. 
Maxims  for  MEMORiziNa 

Right  and  WrenQ 

Impulse.  Every  idea  has  in  it  what  may  be  called  an  impulsive  element,  that 
is,  at  soon  as  the  idea  is  entertained  there  comes  along  with  it  a  tendency  to  cany 
it  out  in  action.  In  children,  and  in  some  people  of  mature  years  as  well,  this 
element  is  so  strong  that  it  leads  to  immediate  execution  of  the  idea  regardless  of 
the  consequences.  People  in  whom  this  element  is  strongly  developed  are  c^ed 
impulsive.  If  their  acts  are  disastrous  either  to  themselves  or  to  others,  and  tfiey 
are  asked  why  they  do  such  things,  the  usual  reply  is,  "Oh,  I  did  it  before  I 
thought,"  or  "I  didn't  think."  .  ,     c.  *  u     u^  m 

The  thoughtful  man  is  inclined  to  censure  impulsive  people,  but  he  should 
not  condemn  impulse,  for  in  impulse  lie  the  beginnings  of  action.  The  impakivc 
or  motor  element  in  ideas  should  be  brought  under  the  control  of  the  wiH  and 
be  guided  by  reason.  In  this  way  it  will  be  led  to  manifest  itself  m  acts  that  are 
beneficial  to  the  individual  and  helpful  to  those  with  whom  we  associate.  In 
brief,  impulse  properly  guided  leads  to  right  action.  Without  gnidatwe  it  is  liable 
to  lead  to  wrong  action.  One  of  the  first  steps  in  moral  tramuig  consists, 
therefore,  in  helping  the  child  to  gain  control  over  his  impulses. 

The  child  is  particularly  a  creature  of  impulse;  the  reason  and  the  will 
devekjp  slowly,  and  for  the  first  ten  or  twehre  years  of  his  life  the  child  is  moved 
t  action  more  1^  his  feelings  than  by  any  other  power.  Parents  «aid  teachers 
who  understand  the  training  of  children  recognize  this  condition  and  endeavor  to 
keep  the  children  under  their  charge  in  a  happy  frame  of  mind.  In  a  state  of 
happiness  the  desirable  emotions  are  active,  and  these  in  turn  lead  the  child  to 
right  action  in  his  relation  to  others.  ,  ,        ,.^  i 

Moral  Acts.  What  is  a  moral  act?  Do  all  acts  contain  m  moral  quality? 
While  diere  may  be  some  differences  of  opinion  upon  these  questions,  it  is  generally 
accepted  tfiat  mora!  acts  are  those  which  are  concerned  with  our  rel«tion  to  others, 
or  with  the  development  of  our  own  character.  For  instance,  cwtonf  ones  vote 
h  a  morrnl  act.  In  his  vote  the  citizen  registers  his  choice  for  oflicitls  to  adminirter 
th"  law  or  for  measures  which  affect  the  welhire  of  the  state  or  cOffliwaH^.    His 


choice  affects  not  only  himself  but  those  with  whom  he  is  associated.  Aeain  a 
boy  s  obedience  to  rightful  authority,  as  a  request  or  a  command  of  his  father 'or 
mother  or  his  teacher,  is  a  moral  act.  It  shows  that  he  recognizes  and  conforms 
to  the  proper  relation  which  he  susUins  to  the  one  making  the  request  or  giving 

Acts  relating  to  the  development  of  our  own  character  cannot  be  wholly 
?^/if  .u  T  ■?'  f^^ii^  to  others.  What  we  are  determines  what  we  do. 
Un  the  other  hand,  what  we  do  helps  to  make  us  what  we  are.  A  good  illustra- 
tion of  this  class  of  acts  is  found  in  those  acts  which  are  concerned  with  the 
formation  of  personal  habits,  such  as  truthfuhiess,  honesty  and  the  like. 
•  J- 1^^?^"^  ^?*'-  Acts  which  are  contrary  to  the  welfare  of  society  and  of  the 
J!iJlT!«fi/'^«T°''?'-  ^"''"lg<="^«  *"  an  appetite  for  intoxicants  is  immoral 
because  their  effect  is  injurious  both  to  body  and  mind.  Appropriating  that  which 
belongs  to  another  without  his  consem,  or  without  giving  him  an  Muivalent  in 
return  IS  immoral.  Deception  in  any  form  is  immoral,  and  to  the  above  list  many 
other  illustrations  can  be  added  by  the  reader. 

Non-Moral  Acts.  A  non-moral  act  is  one  which  sustains  no  relation  to  others 
and  will  have  no  specific  effect  upon  one's  character.  Such,  for  instance,  is  the 
swinging  of  the  arm  when  walking;  multiplying  one  number  by  another  simply 
for  the  multiphcation  or  when  there  is  nothing  depending  upon  the  result.  In 
the  discussion  of  morality  non-moral  acts  are  usually  given  little  or  no 
oonsideratKMi.  " 

What  a  Moral  Act  Includes.  A  complete  moral  act  brings  into  play  all 
the  mental  powers.    It  consists  of  the  following  steps : 

1.  Knowledge.  You  must  know  whether  the  contemplated  act  is  riirht  or 
wrong  before  you  can  determine  its  moral  quality. 

2.  Desire.    The  knowledge  gained  leads  to  a  desire  to  perform  the  act. 

3-  (-notce.  Knowledge  and  desire  lead  to  decision.  You  choose  to  do  or 
not  to  do. 

4-  Execution.  Having  made  the  choice,  you  proceed  to  carry  it  out  in 
action.    The  act  is  performed  or  it  is  dismissed  from  the  mind. 

A  concrete  illustration  will  enable  us  to  fix  these  steps  more  clearly  in  mind. 
w^T^Ik!  l^il^^^'"''^^'^  *°''  ^'^^°°^  °"«  morning  in  time  to  enable  him  to 
V  ,„'^  «*^"".  ^^^  ^°^^  *"<*  ^^^  schoolhouse  and  be  in  his  seat  when 
school  called.  Before  he  was  half-way  there  he  discovered  a  neighbor's  colt  so 
entangled  m  a  wire  fence  that  the  animal  was  liable  to  serious  injury  unless 
released  at  once.  Upon  examination  Henry  found  that  unaided  he  could  not 
release  the  colt.    He  saw  that  the  colt  was  in  danger  (knowledge) ;  he  therefore 

WhS  £n"J^T  '\  ^'^^'^)'  Y^  '*  **'  ^'"*  ^°'  ^^»P  f'*  -""St  be  I'ate  at  schS 
kStL^  *  1,^  ^?T^  for  help  or  go  on  to  schr.  !'  He  decided  to  return 
home  and  get  help  (choice).  He  no  sooner  reached  tuis  decision  than  he  sUrted 
tor  name  (action). 

»^.  liL^^\  ^'"  T**  interested,  possibly,  in  analyzing  a  number  of  his  own 
acto  ater  this  pUn.  In  the  study  of  the  illustration,  or  in  the  analysis  of  his  own 
am.  However,  the  reader  should  bear  in  mind  that  the  last  step  is  tiie  crownine 
achievement,  and  that  unless  this  step  is  taken,  the  others  are  of  no  value.  Many 
a  young  man  can  trace  the  beginning  of  his  downfall  to  his  failure  to  act  upon 
tne  good  resolutions  he  made. 

Ikals.    Though  we  may  understand  that  a  moral  act  is  a  right  act,  it  is  not 

^r^^^^^X^^""  "^^^"  ^  'P*  **  "8^^*  o""  ^°nir-  Such  is  the  difference 
ot  Mmmnj^that  the  same  act  is  often  considered  right  by  one  and  wromr  bv 

^f  H  ^^..''n'fi^"!  '^**  'I  "«•'*•"  "'^»*  'deals  shall  I  follow v^and 
Wliat  id««ls  Shan  I  lead  those  under  my  charge  to  foifow  ?"  are  coostently  before 


the  consdentious  parent  and  teacher     «  r-^l^tt^an^^bl^^^^^^^^ 
rience  than  ourselves  m  the  g^'^f  ^^^J^  th"  ideals  that  we  form  are  shaped 
those  paths  ourselves.    Our  »«="  ^*  "|"Lm  are  the  f oUowing : 
by  a  n^ber  of  influences ;  chief  ^^«J^^  ^^^^^^  tendencies.    These  become 
Htredity.    Everyone  w  bom  with  certai  ;nn«";|^  „  one's  entire  hfe. 

„K)re  o^kssVominVnt  in  childh<^^a^^  -A^"^*  °J^ifi,d.to  a  gr«ter 

These  tendencies  may  be  beneficial  or  !"  «"0"»-  -J„cn  proper  attention  m  child- 
Ir  le!s  Sent  by  environment  »"t\'^'SVouLrund^^^^^  control  of  the  wUl 
hood  inherited  tendencies  ,can  "dually  t«  br^  u  ^.^^^  ^^^  beneficial 

Ttose  which  arc  «nde«''Manv°SSpk  aSntf heredity  a  much  larger  share  of 
should  be  strengthened,  ^^'^y ^^^^^cU^ a^n  justly  belongs  to  it 
responsibility  in  the  development  ^^'^^"f'^'t^J^  ^^  teaching  of  the  first  ten 

ii^^S^^lnSrwSiXlSlSesisthereforeofthegr^^ 

^•"^Sas  lives  in  a  home  w^se  g^t^ -J^be-^lid^^S^ 
and  whose  atmosphere  is  ple^sant    He 's  W  ^^^^^  ^.^^^^^        ^^^t  and 

By  the  time  he  is  ten  years  of  age  he  has  l^amca  ^^^^^  ^^^^  «  ^^f  *?"* 

Siat  their  opposites  are  wrong.    Andrew  lives  in  -  ^^  ^^  j^j„g 

*rife;  ie  i^ates  exercise  thejr  mgf^gt«.  To  ^^^  lying  and  selfishness 
to  gain  some  advantage  over  their  associates,  i  ^^^^^^^  practised  only  by 
are  virtues,  and  truthfulness  and  g«"«^°'jLSfd  their  fellows.  These  boys  go 
Sose  who  have  not  siifficient  courage  to  w.  h  Jand  thei   t    ^^^^^^  ^^ 

ZS  "£t:i?n  SS^^ref  Jre-^rilrades  of  moral  code,  each  formed 

mona  code,  a^d  failure  to  ^?P^^J;  ^^^.Zt  iLr^r^i  sentiment  of  the  group, 
for  censure  and  expulsion.  ^  This  code  "P^s^^f.  ^  j^^^  ^^  ^peak  of  public 

£  it  large  or  small,  and  this  is  what  we  u^     ^  ^^^     Let  Thomas 

Sjiiion.^  It  requires  courage  to  st^d  ag  .^^^^  P  ^  ^^  ,^ 

s^rrS?irrM  ^^  -rt sSn^« 

their  moral  code.  ,  ^^r  of  people  of  older  growth. 

The  case  of  Thomas  is  that  of  a .«J5^  "™"^  finSaiemselves  at  variance 
Wh«i  moTng  from  one  locality  »«  ^"^^^^^^K  uh^  do  ^  Shall  they  adhere 
wiA  the  community  they  have  f  t^'^^;  .V  Jjjoked  ui  -n  as  "quee.."  "Puritanic," 
rigidly  to  their  esublished  ««'"1  ^^""'lifntf  of  dSlerence  and  conform  to  the 

will  adhere  to  such  virtues  as  t'"*^"^"^  ";i^,7Sed  one  is  very  liable  to  change 
"•^SS^.  P«»l.  »1«  >««««  *'  •SL-'"*  0.  soci^y  »  b.  partly  «<-« 


refuse  to  conform  to  those  beliefs  and  practices  which  their  conscience  will  not 
iDDrove  sSch^eople  are  staunch  moralists,  and  although  the  thought  ess  may 
dSride  them,  therinfluence  in  a  community  is  always  good.  In  time  this  influence 
Sly  wholly  changes  or  in  part  modifies  the  objectionable  practices  The 
Smer  not  only  refuses  to  adopt  the  moral  code  of  society,  but  he  openly  and 
^reTs"  eT^s^^work  to  change  public  opinion  until  it  shall  coincide  with  his 

Views 

Associates  One's  ideas  of  right  are  more  or  less  influenced  by  the  opimons 
of  thlsfSuh  whom  one  comes  in  daily  contact  and  by  the  opinion  of  intimate 
friS  When  two  people  are  associated,  the  stronger  influences  the  weaker 
and  thi  resuU  is  a  modification  of  ideas.  This  influence  is  much  stronger  wUh 
JhUdrS  and  young  people  than  with  those  of  more  extended  experience^  We 
Sn  tSrrfore,  see  the  necessity  of  safeguarding  the  young  from  evil  associates 
The  saying  of  the  wise  man.  "Keep  thy  heart  with  all  diligence  for  out  of  it  are 
S  issues^of  life."  is  as  potent  now  as  when  it  was  uttered  three  thousand 

^'^"cS'nge  of  Ideals.  To  the  active  mind  the  ideal  of  today  is  different  from 
that  of  yesterday.  Every  day  sees  advancement;  the  man's  view  of  moral  truth 
ffbr^ader  and  h  s  insirf^t  into  moral  principles  deeper.  This  growth  does  not 
nece?sar5y1mpirthe  forsaking  of  old  principles  and  the  adoption  of  new  ones 
It  "more  Sly  to  mean  the^discovery  of  new  opportunities  of  ?PPly'n&  h«e 
orinciXs  and  with  each  new  application  the  strength  and  significance  of  the 
5riSS'a?e  increased.  In  this  way  our  moral  ideas  expand  Men  and  nations 
fS  each  other  with  greater  respect  and  kindlier  feelings  today  than  they  fd  a 
c^ry  aS>  The  ideal  hero  of  the  fifteenth  and  sixteenth  centuries  was  the 
wS  •  Ae  ideal  hero  of  the  twentieth  century  is  the  man  who  can  prevent  jar^ 
Fx  President  Roosevelt  gained  greater  renown  by  bringing  about  tae  treaty 
Sich  ctoVed  t?e  Ru^^^^^^  th"^"  »"y  military  or  naval  commander  in 

l,f  ronflirt  This  is  also  true  in  local  communities;  the  man  who  is  held  in 
h'SUre^ttml  he'Uo"us\This  talent  in  promoting  the  peace  and  welfare  of 

*^*  A™JSl'true  boy  hero  of  today  is  not  the  bully  of  the  playground  but  the 
bov  wfth  thfmS  Surage  that  enables  him  to  stand  by  what  he  knows  to  be 
UueS  right  and  thereby  promote  a  public  sentiment  which  drives  the  buUy  to 

''"''"Breadth  of  view  leads  to  tolerance.  Many  pastimes  and  pleasures  that  were 
formerly  considered  harmful  and  even  sinful,  are  now  accepted  and  indulged  in 
tormeny  consmcrcn  exoerience  are  more  lenient  toward  young  offenders 

il^'lh^Zt^L^r^nt^'^TL^  facts  do  not  imply  that  moral  principles 
have  been  discarded,  but  that  they  are  more  broadly  applied. 

Moral  Standards.  From  the  foregoing  discussion  we  see  that  moral  ques- 
tions aJ^^^ten  complex  and  that  even  the  man  of  education  and  expenence  occa- 
Sally  finds  it  difficult  to  decide  what  is  right  in  certain  cases.  This  js  true  to 
»  much  Greater  extent  of  those  who  lack  traininr,  and  experience.  For  these 
Jea^sSaltandaJds  should  be  established.  arJ  those  virtues  which  for  ages 
reasons  '"O"' ^^""  •  j^.  u  jj  civilized  peoples,  should  become  firmly  fixed 
5urinX3s  o1  Sil^'and  youth.  T^e'm.o;t  important  of  these  virtues 
nrJ^mrthfXL   honesty   fidelity,  reverence,  sobriety  and  kindness.     However 

following  title: 


HELPFUL  SUGGESTIONS. 


rh^  hodv  exerts  a  strong  influence  over  the  mind.    While 
Environment.    The  body  e«"sa  «™  p         ,^  ^^  ^^d  sickly  body. 

now  and  then  ^f  ^"^/ >"" '*  .l^!  te?y  lead  to^^^^^^^  intellect  and  a  clear  con- 
in  general,  health  and  vtgor  o/^J^  ."^^^  ^d  be  pleasant  and  of  such  nature  as 
science.    The  ^^^t^^/^S^^^^f^'^;  J^^^^^  SJ  frame  of  mind.    Plain 

to  give  them  the  bodily  «»"*°7«^!hV^Whine  are  important  factors  in  moral 
nourishing  food  and  loose  ^°'?^°'if '  J^^  advantages  for  the 

training.  Children  who  live  m  ^''^  f""^J  X.iK  the  city.  The  country 
develo^T^nt  of  character  than  many  of  tho^^^  ^^  ^         ^^^  „f 

child  communes  >^'th  nature  and  learns  many  ot  ^^^^    ^ 

the  time,  at  least,  h.s  companions  are  bircs.^^  ^ 
:S';riTi.^V^7^^r:^^^  Ja^h-  viLs^«>-panions  only  for  hi. 

•^^ijSher  in  city  or  count.^.  the  hoj«  Uf-h^^^^^^^^^^^ 

should  be  no  place  where  the  child  can  fi^d^o  much  P^^^^^  the  home,  and 

r%h  Ws  a13Si"with  ^lotS;? iniSS^  as  well  as ?y  precept  and  example. 
SSlltuKSt^ractice^th^^^^^^  ,^,ence  upc« 

Mental  Attitude.    The  menUl  attituae  JJfT"     ^,^£^1  |nd  honest.    His 
character.    The  child  who  is  al^^^^^^^  ^Iv  no  opportunity  for 

Oesirable  feelings  are  ^^^^""ySahl^enwtbns  to  appear.  Teasing,  naggmg 
f.:ar.  £nger.  hatred  and  other  undesirable  «f^S;^;°;,PP;=eprehensible.  and  their 
and  scolding  by.  those  who  tave  the  care  o^^^c^^^^^^ 

practice  is  a  serious  obstruci.on  to  *5jf  .?g"J!rf,  js  titter  than  precept"  more 
^  Example.  In  nothing  is  'h^»f*8«fT,,^;j;P„e1mita^^^^^  and  they  strive  to 
clearly  proven  than  in  moral  training,  ^^me^istei  every  boy  has  a  pattern 
Ucome  like  those  whom  they  love^  S^v  t  lltvSL  pSon^ity  or^t  may  be  the 
that  he  is  following.  This  ^''^^"^^"^l^^JdnS only  do  what  they  wish  their 
hero  of  some  tale    Parents  and  ^^^^ers  ^^uW  ^^^^  ^^,^^  f,,„  doing 

t^^^P  Slt^  ^t  fe  S^S^ng  as  an  agency  m 

the  =ion^^h\S^3'f ^^^^^^ 

greatest  influence  over  the  yo""/-  ^  «^ry  f  Kf^^.g  Evangeline  and  scores  of 
%iver,  Hawthorne's  Great  Stone  Face  ^^^^^^  ^^^do  more  toward  the 
others  that  might  be  "^"^'^'^•^^^^^^^'"Pw  of  discourses  on  duty,  honesty  or 

'^'''fo^X  ^^hMd  other  ^l^i^^ZS  feaZg-^rn  SU^'d 
books  can  be  procured  at  such  ^hght  expense    hat^uitame  rea      g  .   ^^^ 

in  the  hands  of  all.    Just  here  f  «5*^;.i^^  ""i  °^^^^^    ^carefully  as  from  evil 

young  should  be  safeguarded  from  viaous  ^f^?}^  ^j,,  ^er  to  arrest  a 

LsocLes.    Both  .exert  a  W„l^^^^^^^  The  wise  use  of  th.s 

nrevious  action,  IS  the  highest  prer"S'*"*'=  " 

KwTshows  that  the  win  has  been  well  tramcd.  ^^^ 

^    Self  RESTRAINT.   Jhnce  armed  against  evU^^^^^^ 

during  childhood  learned  to  say  no  and  to  stand  hyit-^  consenting 

jLafter  restraint  is  as  essential  as  acUon.    g^J  '   1*=^^^^^^^^^^^  ^^^  ^^ 

St^n:  ^:^Tt^^:^^\^^^^-^  -.mred  in  the  home  if  it  i. 
to  be  acquired  at  ali.  __468— 


Self  Reliance.  In  the  formation  of  character  it  is  necessary  for  the  youth 
to  I'iarn  to  rely  upon  himself.  In  order  that  he  may  do  this  he  must  recognize  his 
own  powers  and  beheve  in  them.  Those  who  are  unable  to  stond  alone  ve  easily 
led  into  temptation.  From  the  beginning  the  child  should  be  trained  to  do  all 
that  he  can  for  himself.  Too  many  parents  and  teachers  do  far  too  much  for 
the  children  under  their  care.  The  maxim  "Never  do  for  the  child  what  he  can 
do  for  himself"  may  occasionally  be  Uken  too  literally  and  cause  waste  of  time 
and  energy,  but  in  general  it  is  a  safe  maxim  to  fol!jw.  Within  the  capacity  of 
his  judgment  the  child  should  be  led  to  decide  moral  questions  for  himself. 
Muide,  intellect  and  conscience  gain  strength  only  through  exercise. 

Reason  and  Judgment.  We  have  seen  that  many  moral  questiois  are 
complex,  and  that  often  a  right  decision  can  be  reached  only  through  a  careful 
investigation  of  all  the  circumstances  involved.  Questions  oi  this  kind  can  be 
decided  only  by  those  who  can  think  clearly  and  exercise  sound  judgment  The 
thought  powers  develop  later  than  the  powers  of  observation  and  memory,  hence 
young  children  can  do  but  little  reasoning  and  should  not  be  asked  to  decide 
complex  questions.  During  the  period  of  youth,  however,  the  thought-powers 
should  receive  particular  attention.  By  discussion,  illustration  and  experience, 
young  people  should  be  led  to  realize  that  hasty  judgment  is  faulty  judgment 
Exercises  for  training  the  reason  should  not  be  confined  to  problems  m  arithmetic 
and  grammar ;  the  affairs  of  everyday  life  furnish  many  interesting  and  profitable 
problems  for  consideration. 

QUESTIONS  FOR  DISCUSSION 

The  following  questions  are  given  as  illustrations  of  what  may  be  done  in 
the  home,  the  school  or  in  clubs  and  other  organizations  to  train  one  to  reason 
akng  ethical  lines.  Some  of  the  questions  are  very  simple,  while  others  are  so 
complicated  that  they  will  tax  the  ingenuity  of  the  keenest  intellects.  In  every 
case  the  reasons  for  the  decision  should  be  given. 

The  discussion  oi  vmo  of  these  questions  given  below  shows  how  they  may 
be  used.  Considerable  amusement  can  be  derived  from  questions  of  this  nature, 
whether  in  the  home  or  school,  or  wherever  any  number  of  people  are  gathered. 
The  discussions  which  are  sure  to  follow  their  introduction  serve  the  double 
purpose  of  training  the  reasoning  powers  and  of  showing  ♦'.ose  taking  part  the 
necessity  of  considering  all  the  evid'"ice  in  a  case  before  a  just  decision  can  be 
reached. 

At  the  close  of  school  someone  took  Lucy's  umbrella  by  mistake.  Lucy 
remained  to  do  some  extra  work,  and  when  ready  to  depart  she  found  only  one 
umbrella.  It  was  raining  and  she  must  take  this  umbrella  or  be  exposed  to  the 
storm.  On  the  way  home  she  broke  the  umbrella.  The  next  morning  it  was 
learned  that  the  umbrella  belonged  to  Fred.  Who  should  pay  for  mending  the 
umbrella? 

"Lucy,  of  course,"  say?  Tom.    "She  broke  it" 
LM.  "^'■***'"  says  Nellie.    "Boys,  not  girls,  are  always  expected  to  pay  such 
bills. 

"Whoever  took  Lucy's  umbrella,"  says  Henry.  "That  person  was  responsible, 
for  be  made  the  mistake." 

Are  any  of  these  answers  right?    If  so,  which  one? 

On  examining  Tom's  answer  we  find  that  Lucy  was  obliged  to  use  the 
umbrella  as  a  means  of  defense  against  a  boy  who  did  not  attend  school  and  that 
it  was  in  so  doing  that  she  broke  th«  umbrella.  The  accident  resulted  from 
necessity,  not  carelessness. 

We  see  at  once  that  Nellie's  answer  is  founded  on  sentiment,  rather  than 


iuitiee  In  discussing  this  answer  George  remarks  that  gtrls  ^rxdjMomtn  now- 
idi«  kre  tryinTto  tfke  the  places  of  boys  and  men  in  almost  a^l  kmds  of  worl^ 
Jml  ff  tSy  wLnt  to  do  men's  work  he  doesn't  see  why  they  should  not  take  men  . 

responsAiUtitt^      by  those  directly  connected  with  the  aflfair  and  strikes  at  the 
oririSoSuITbut  no  one  is  willing  to  own  up  to  taking  Lucy's  umbrella 
*^Und?r  tS;  drcSmstances,  who%hould  pay  for  "ending  the  umbrella? 

T^rn  Brown  on  his  way  to  high  school  one  mommg  found  a  lady  who  had 

, „7"nv«^nd  dangerously  wounded.    Tom  saw  that  unless  the  lady  received 

5Si«l  aSrce  at  once°shV  woSld  die  from  toss  of  bkx)d.  A  delivery  team  was 
SSn/near  by  and  Tom  lifted  the  lady  into  the  wagon  and  drove  rapidly  to 
he  hispital  He  was  so  intent  upon  securing  assistance  for  the  lady  that  he  did 
not  s3  to  hitch  the  horse,  and  while  they  »'re  carrying  the  patient  into  the 
S^  Jtaf  Henrv  Adams  came  along  and  waved  an  umbrella  at  the  horse,  fnght- 
Sit  J^tS  U  ran  away.  The^wagon  w«  broken,  a  little  girl  was  run  over 
Sdilusly  injured  an^^  'he  horse  wis  killed.    Who  should  pay  the  damages? 

"Tom's  father,"  says  A. 

"Henry's  father,"  says  B. 

"The  lady's  husband,"  says  C.  .  .....         t\ 

"The  one  who  was  responsible  for  the  injury  to  the  lady,    says  u. 

llT  us  consTdJ?  each  or  these  answers  in  the  light  of  the  circumstances 

connected  with  the  case.  .    ,  , .      iU    *  -^ 

A  makes  Tom's  father  responsible  because  he  claims  that  m  taking  the  team 
Tom  did  whit  hVhad  no  right  to  do,  and  in  leaving  the  horse  unhi  ched  he  was 
iro^ly  Jeless  But  A  overlooks  the  fact  that  Tom  was  saving  a  hfe.  and  that 
Uiis  was  of  more  importance  than  anything  else  connected  with  the  affain 

B  places  the  responsibility  upon  Henry's  father,  alleging  that  had  Henry  not 
friehteJSuie  horse,  all  woildliave  been  well.  But  Mr.  Adams  claims  that 
hStSs  a  lad  of  even  and  too  youn-  to  realize  the  possible  consequences  of 
Ss  a?t  He  did  not  intend  to  frighten  the  horse;  he  was  only  interested  m  the 
peculiar  way  in  which  the  horse  looked  at  the  umbrella. 

C  would  throw  the  burden  upon  the  lady's  husband  because  he  claims  th^ 
the  husband  should  be  willing  and  glad  to  pay  any  cost  which  resulted  m  «ivmg 
his  wifeTlife     But  the  bdy  was  a  widow;  therefore  some  other  source  of  pay- 

""' d"Sss?s  oTr'^all  those  immediately  connected  with  the  affair  and  places  the 
responsS  uJSn  the  one  who  injured  the  lady.    However,  no  one  knows  who 

^^  "The  little  girl's  father  had  a  heavy  doctor's  bill  to  pay,  and  the  grocery  firm 
lost  their  team.     From  whom  are  they  entitled  to  collect  damages? 

tSo  Svemment  officers  are  sent  to  the  Yosemite  with  a  large  sum  of 
moneT  As  theT^rTve  Tund  a  comer  in  a  rough  part  of  the  countiy^  two  high- 
wa^'en  fprin^  out  and  yell  "Hands  up!"    The  officers  at  once  obeyed?    Did 

**'Fac"Ss^  sell  their  typewriters  to  teachers  for  $70.  but  the  price  to  other 
oeoDte  2  $T~  Your  principal  buys  a  machine  for  $70  and  decides  in  a  few 
5Ss  thS  heroes  not  cL  f oV  it  and  offers  to  sell  it  to  a  lawyerJVhat  shodd 
h^  ask  the  lawyer  for  it?    Should  the  teacher  or  principal  ask  permission  of  the 

'"''^J^'J^ffA^;^^lnl^S.^^^^n.  After  it  was  over  Tom  said  to 
Fred^c^rre  a  r  ood  frieSd  of  mine  but  your  cheating  in  the  examination  was 
wS|  taTour  waysT  What  do  you  think  were  the  four  ways  that  Tom  had  m 

"^^  -470- 


Henr>  is  trying  to  decide  whether  or  not  he  ought  to  go  to  college.  He  is 
talented  but  poor;  his  father  is  dead  and  his  mother  is  not  strong.  How  ousht 
Henry  to  decide  the  matter?  *     *»«»»  uugm 

Dick  and  Keran  are  in  the  same  room  at  school.  Dick  gets  mad  at  the 
teacher  one  day,  and  that  evening  when  the  two  boys  are  going  past  the  school- 
house,  Ehck  has  revenge  on  the  teacher  by  throwing  a  snowball  through  the 
wmdow  m  the  schoolhouse.  Keran  saw  him  do  it.  The  next  day  the  school- 
teacher asks  each  boy  in  the  school  privately  whst  he  knew  about  it.  What  should 
Keran  say  when  she  asked  him  ? 

A  boy  goes  to  spend  the  night  with  his  friend,  another  boy  about  the  same 
age.  The  boys  room  is  lighted  by  a  defective  lamp.  In  the  night  the  visiting 
boy  gets  up  in  his  sleep  and  lights  the  lamp.  The  lamp  explodes  and  sets  fire  to 
the  house,  which  is  totally  destroyed.  The  house  was  ;  isured  for  two-thirds  of 
Its  value.    Who  should  pay  for  the  house  ? 

OL    ■^j  traveling  man  receives  $ioo  expense  money  from  his  firm.    He  toses  it. 
Should  he  repay  it  to  the  firm? 

A  boy  has  $i  which  he  received  for  the  tickets  which  he  sold  for  the  school 
entertainment.  A  sudden  freeze  makes  the  skating  good  and  he  spends  the  money 
for  a  pair  of  skates,  fully  intending  to  replace  the  money  from  his  earnings  which 
he  would  receive  for  delivering  papers,  but  fails  to  get  the  money  for  his  teacher 
for  the  tickets.    Was  he  wrop^:? 

A  bank  cashier  ta'-.cs  money  from  the  bank  for  speculation  and  toses  it.  A 
wealthy  friend  makes  good  the  loss,  so  that  none  of  the  depositors  loses  any 
money.  Should  the  cashier  be  punished?  Did  the  cashier  do  wrong?  Whom 
did  he  wrong? 

MAXIMS  FOR  MEMORIZING. 

Honor  is  nobler  than  gold.  • 

H(Miesty  is  the  best  policy. 

Honesty  is  the  poor  man's  pork  and  the  rich  man's  pudding. 
A  good  name  is  better  than  a  good  face. 

A  good  name  is  rather  to  be  chosen  than  great  riches. — Proverbs  xxii. 
Worth  makes  the  man,  want  of  it  the  fellow. 
A  penny  saved  is  a  penny  earned. 
A  penny  saved  is  two  pence  clear. 

I  would  rather  be  beaten  in  the  right  than  succeed  in  the  wrong.— James  A. 
Carneld. 

Never  accuse  others  to  excuse  yourself. 

A  person  good  at  making  excuses  is  seldom  good  for  anything  else. 

Write  injuries  in  the  dust ;  kindness  in  marble. 

Be  friendly  and  you  will  never  want  friends. 

Keep  good  company  and  you  shall  be  of  the  number. 

Kindness  is  the  golden  chain  by  which  society  is  bound  together. 

For  whatever  men  say  in  their  blindness 

And  spite  of  the  fancies  of  youth. 
There  is  nothing  so  kingly  as  kindness, 

And  nothing  so  royal  as  truth. 

Habit  is  a  cable.  We  weave  a  thread  for  it  each  day,  and  it  becomes  so  strong 
that  we  cannot  break  it. — Horace  Mann. 

He  liveth  k)ng  who  liveth  well ; 
All  else  is  life  but  flung  away; 
_  -  —471— 


He  livcth  longeit  who  can  tdl 

Of  true  ttungs  truly  done  each  day. 


— //.  Bmor. 


Borrow  neither  t'me  nor  money  of  your  neighbor ;  both  are  of  equal  valuer 
Qtmrhs. 

Truin  cnislied  to  earth  ahall  rise  again, 

The  eternal  years  of  God  are  hcrt ; 
But  Error,  wounded,  writhes  in  pain, 
And  dies  among  his  worshipers. 


I  count  this  thing  to  be  crandly  true, 

That  a  noble  deed  is  a  step  tc  varJs  Hod, 
Lifting  the  soul  from  the  comnion  sod 

To  purer  air  and  a  broader  view. 

So  nigh  to  grandeur  is  our  dust, 

So  near  to  God  is  man. 
When  duty  whispers  low,  "Thou  muat," 

The  youth  replies,  "I  can." 

Little  by  Httle  the  world  grows  strong, 
Piloting  the  battle  of  right  and  wrong; 
Little  by  little  the  wrong  gives  way ; 
Little  by  little  the  right  has  sway ; 
Little  bf  little  all  longiBg  sotds 
Strusgle  up  near  the  shming  goals. 


—BrymH. 


-^•Ilmd. 


—Bmtrspn. 


^m*i$wm 


472— 


book  wU)  oftra  gtTt  jroo 

-m—r — '  ^*  **  *•  •••t  •  now*  book  wUtk 
will  |tra  Tw  wMk  ptagt.      -7«*ii  JwM». 


Zoology 


n. 


III. 

IV. 


DcriKinoK. 

SUB-SciENCU. 

1.  Systetnatc  zoology. 

2.  Distributional  zoology. 

3.  Animal  morphology. 

4.  Animal  physiology. 

5.  Ecologic  zoology. 

0.  Evolutionary  zoohTy. 
General  Constructiu:;  op  Aniicaia 

CLASSmCATION. 

1.  Protozoa— One-celled  animals. 

a.  No  d^ite  shape;  all  forms;  jellv-Iike  substance;  root-like  pro- 
jertions  of  body  for  feet  with  which  they  seize  their  orev 
and  absorb  it  *^   '' 

a.  Coelententta— Many-celled. 

a.  Simple  organisms;  capture  food  by  long  tenUcles  grouped 

around  the  mouth;  no  distinct  circulatory  system  or  body 
cavity;  two  types— free  stwimmers,  shaped  like  a  bell,  and 
those  cylindrical  m  form,  fixed  to  some  support. 

b.  Example*:    Sponge,  anemone,  coral,  hydra,  etc. 

3.  Echmodermata. 

a.  Sometimes  called  radiates.     Consists  of  five  parts  around  a 

center.    Covering  sometimes  a  hard  shell;  others,  soft  and 
.    a.1.     "t"^-    A'lmentary  canal  separate  from  body  cavity. 

b.  Three  thousand  living  species  found  in  all  seas,  such  as  stor- 

nsn,  sea  urchm,  cnnoidea,  etc. 

4.  Vermes — Worms. 

a.  Made  up  of  joints  or  segments,  head,  tail,  upper  and  lower  sur- 

faces, heart,  nerves,  etc. 

b.  Many  species,  but  all  have  same  characteristics. 

5.  MoUusca. 

a.  Sometimes  caUed  i-hellfish.    Possess  alimentary  canal,  distinct 

nervous  ^em,  digestive  apparatus,  mouth,  gullet,  stom- 
ach,  intestines;  shell  developed  later  in  some 

b.  Examples:    Oyster,  clam,  cuttiefish.  etc 
a  Arthropoda. 

a.  Sometimes  called  articulates.    Possess  well  organ!  :al  nervous 

sjrstems;  usually  have  simple  or  compound  eyes:  some  sne- 
aes  are  parasites.  *^ 

b.  Examples:    Insects,  spiders,  lobster,  crab,  etc. 

—473— 


y.  Vertebntei. 

a.  PoMCM  backbone ;  two  caritiM,  upper  conteininf  bnin,  lower 

heart,  digestive  organa,  etc. 

b.  Examples:    Maimnab,  reptiles,  fishes,  birds,  amphibians,  etc. 
CoiaiLATID  SuijtcTs: 

Snail 

AmphiUaM 

Crinoida 

Amoeba 

Vorticella 

Mjrriapoda 


Genus 

Species 

Variety 

Fishes 

Crustacea 

Clam 


Nautilua 

Birds 

Animals 

Reptiles 

Mammalia 

Arachnida 


Sea  urchin 

Fcraminifera 

JeUyfish 

Polyp 

CWster 

MoUusca 


QUESTIONS. 


Note. — For  additional  questions  on  animal  life  refer  to  Nature  Studt. 
Iti  that  department  will  also  be  found  interesting  outlines  on  Animau,  Biioa, 
Fish,  Insects,  etc. 

What  is  zoology? 

What  is  the  derivation  ot'  the  term  zoology? 

What  does  cold-blooded  sieiiify  when  applied  to  animals? 

What  are  the  difficulties  ot  classification  in  the  case  of  the  lowest  form  of 
animal  life? 

What  are  the  causes  of  the  migratory  habit  of  animals? 

Which  is  the  more  abundant,  the  higher  or  lower  forms  of  life?    Why? 

What  animal  is  bom  without  a  covering?    Why? 

What  are  the  most  useful  animals  to  man  for  domestic  purposes? 

Wha*'  animals  supply  food  and  clothing  to  man?  . 

What  animals  are  known  as  ruminants? 

What  parts  of  the  deer  are  of  commercial  value?    Where  are  they  found? 

How  are  flesh-eating  animals  equipped  to  eat  their  food?  To  obtain  it? 
They  are  satisfied  with  one  meal  at  a  time,  eaten  rapidly;  why? 

Why  does  live  stock  have  to  graze  so  continuously? 

What  is  the  difference  between  an  animal  and  a  plant? 

Name  some  of  the  r  'ays  in  which  nature  has  provided  for  the  satety 

and  preservation  of  wi!a  ...      j\a'i 

What  animals  produce  the  most  expensive  furs? 

What  do  you  mean  by  vertebrates? 

In  general,  what  one  part  of  wild  animals  is  of  commercial  value? 

Name  the  domestic  anunals  in  what  you  think  the  order  of  their  usefulness. 


It  is  not  the  rcadiiig  of  bmbjt  books  whieh  is  wnetmuj  to 
but  the  well-rmding  of  •  few,  could  he  be  tare  to  have  the  be^ 


to  make  a  aaa  wise  and  good, 


—474— 


Index 


MJr'^ '»»J  »««,•  IrrigatJoB,  131;  Cora, 
;2'  <r""'   '^"!   PofMtry,   137;   Limber 

^MM«W  xittrataM.  878. 
*«tt««»olop,  147;  BraaekM  of  th«  Human 
5!^#"S«nl8fc  "•'*"'  I"*l<«^  180;  CUff 
AKtt,  410.' 


-^— ,  411. 

AsmMtm^  B13. 
AiWM  of  Oontzlw,  Okart,  M7. 
I  **"^!'!S"'  i^°{  0«»«««J  Mrthod.  for  T««eh- 

"OB.  178;  Diviflon,  178;  Fraetioni,  182: 

wSfe^'  "/'J*»«it»<«i  •«<!  Time    iS 
WjJghU  and  MeaiurM,  194;  Perceitage 
?^'  ^tSf5^'  **'*;  InvolutloB,  203;  B?o' 
MtiOB,  803;    MeniaratioB,   205;    Bufinen 
'oran,  211. 

^'^   Vft  'i';   Arehitecture,   218;   Seulp 

Amrtu,  iis. 

AatroBOi        82a. 

Bum«,8m. 

MaU,  418. 

TSMur,  424. 

Bm%  416. 

XgP^NV.  W8;  ClaMiflad  Liit  of  Eminent 

_j™*«%  M8;  FamoQi  Women,  280. 

BM«,'  899. 

■jteny   887;  Flowert,  238. 
JS*  »"J  Emy  On,  384. 
Bmuk  Oolnnbla,  29S. 
gjwIaMi  FOIBi^  211. 
BbMkUm,   428. 

Omm  Tim,  424. 

Oaaipiior,  243. 

Oanate,  WltMt  Otop  of,  Ohut^  896. 

^BadUa  mtHOm,  Am,  7112. 

OkaUoa,  813. 

CAiaa,  812. 

OhiT«iiy,  881. 

CMzeolstloii,  448. 

aua  Dwallon,   1S8. 

OoOa  HMI  CnoOrtDft  246. 

Oort,  806.         ^^ 

OOOOMiat,  485. 

OoffOi^  411. 

Ootamta%  848. 


OwiBfla  aabjMU  841;  Moat  Paakiat.  841 1 

Paper,   242:    olwa,  '848,    Camph?,*  M8 
^»ana,    244;    Brick,    ^4;    lAee^    248 

0«SS  488      *"•••"■■••"  <J«««tlo»i,  880. 
Oo^  417.' 
Oen,  188. 

OottM,  426. 
OnUM,  404. 
rmd,  Tke  Motber'a,  116;  Tko  Taaekor'a, 

Otrmtm.  Tho,  332. 
Cikie  MoHuo,   197. 
Ovmat  Mnau,  288. 

OMiaub,  187. 

IMTlaloa,  178. 

Don  420. 

Dnuoa,  Tho,  374. 

°^**HJ^^t,^"''  Freehand,  286;  Dbe«- 

277;  Tke  Cylinder,  283.  ^^ 

Snaa,  240. 
I>Mk%40S. 


-   .  401. 

r,  447. 

lOVt.  311. 

BUi^ant.  428. 

BngiiMorlnc;  390. 

Bsflaiid,  Bofore  the  Norman  Conqnett.  829: 

2?"!?  ^^'.^'i^'*''  H"''  333;  Unde'r  the' 
Stuarti,  838;  Edward  VII. 

BacUah  Utaratnza,  368. 

BntraTing,  221. 

■aaan  352;  stone,  353;  Brick,  354;  Lum- 
ber, 355;  Olaii,  356. 

Stomal  Olty,  Tko,  824. 

'^*}?\  *«3;  Bight  and  Wrong,  464; 
Helpful  Suggeationi,  468;  Queitiona  toi 
Dijcuielon,  469;  Mazim9  for  Memorizing, 

SBrolBtloB,  203. 

ranotta  Woaoa,  230. 
TMidallam  and  OklirabT.  881. 
Xiah  and  TlBboilaa,  414. 
Tlaga,  344. 
Tiawm,  238. 
Ply,  407. 
Pood,  455. 
Ponatqr,  187. 
Praetiaa%  188. 


Tnmn,  DuHm  tk«  MIddJ*  AfM,  MSi  Tk« 
■•▼•latioa,  U7i  Ttom  tk«  Cmuslato  !• 
tii«  PiMaat  TiiM,_M«. 

mc  4IT. 


MT. 


rUyi;  Otftplays,  166j  DiMii- 
■OM  tor  ArltkMtic,  160 1  Qvick  Work 
OaoMiL  1M{  ValM  ud  AIm.  487;  «■• 
vio,  metk«l  SsggMttou,  407:  OaaM 
for  YovBg  Ckildroa,  4Mi  Omms  for  Oldor 
C'kUdroBj  4<0t  <)«i«t  0»«M,  4M. 


IMi  OaUiM   of 

ToU  • 

sail  Oat- 


Oaapatfcf.  ill,  stf;  Pkyaieal,  KatkMMt 

M>}  How  BraMwkk,  MO;  NoTalteatU, 
Ml;  Priaea  tdwmri  blaad,  Ml;  Maal 
toba,  SM;  Saikatokawaa,  MS;  Albarla, 
SM{  BritUh  ColaaiMa,  US;  Caaadiaa 
Wkoat  Crop,  Chart.  IM;  Weril'a  rnxtaa- 
tloB  of  Wbaat,  Chart,  SMi  Araaa  af 
Conatriea,  Chart,  W7;  Mathoda  of  TaMll- 
iaf  Oaogfaphy,  MS. 

Oaoitaito  OMiti:  CaaadUa  Wkaat  Cfop, 
BM;  World'!  Prodnetioa  af  Wkaat,  tM; 
Araat  of  Cooatrita,  WT. 

Oartafy,  SMt  CMd,  SOI;  Iraa,  Mli  Mtoiag, 
804;  CoaL  80«. 

Oanuay:  Holy  Bomaa  Bapira,  SM;  Aftar 
1814,  S40. 

Olaaa,  £48;  Eaaay  On,  8M. 

Gold,  301. 

OraaHaar  Woi^^OMUaaa  for,  3S7. 

Oraaaa;  Hetoie  Period,  818;  Period  of  Olarjr, 
816;  Period  of  DaellBa,  817;  Oraek  CiT> 
iliiatioB,  816. 

Boat,  440. 

Hateinn^  Tka,  814. 

Klatoty,  121,  807;  AaeUat,  810:  Modirral 
and  Modern,  8S7;  Metboda  of  Teaekiaft 
344;  Flags,  844;  Balen  of  the  Wotfl^ 
346. 

BMaiy  Oharta;  EgT|>t,  Sll:  Ckiaa,  SM; 
Ckaldaa,  Paraia,  AatTrla,  SIS;  Tke  He- 
brew*. 814;  Oreeee,  816-818;  Boae,  310- 
324;  IfytkologT,  825;  Mokaamedaaiaai, 
826;  Praaee,  328,  387,  338;  Eagiaad,  SSf, 
338,  388,  339;  Holy  BoBHUt  Eai^a,  SSO; 
Fendaliam  and  Cbiralry,  SSI:  Tke  C^- 
aadea,  332;  The  Benaiaaaaee,  nt}  laiiria, 
836;  Edward  VII,  389:  Onmamj,  S40; 
ITaifleation  of  ItaW,  341;  Tke  Naraaaaa 
in  America,  342;  Cehiaitra*,  348. 

Betj  Bomaa  BBpb%  Tha,  330. 

Bow  to  Study.  126. 

BOBUB  Body,  Tha,  442. 

Bamaa  Baea,  Biaaehaa  of  th%  140. 


iBdlaaa,  Aanleaa,  ISO. 

iBtaNOt,   202. 

IBTDlntioa,  203> 

Inn,  302.    .>:g?^ 

iRlgattoa,  tiL 

Italy,  xrntfloiiM  of,  341. 


BaBool  Coane  la,  8471  Bow  ta 
mofy  ta  Ckildroa.  S«l|  iHaTa,  SI 
Uaea  for  Oraauaar  Work,  8677 

LMaratuab  ItO,  866}  KagUak  aad  AoMrieaa, 
8G7:  I^aia,  874:  BkaEanaara,  876;  Oobm 
of  Uteralare,  879;  Beadhg,  3SS. 

XdiBfi.  427. 

'    la  aM  ttea.  189. 

189;  Bmy  oB,  888. 


S90. 
892. 

h»tl  Wtntm,  Tka,  118. 
Mm,  891. 

for  Maaiorimig.  471. 
a,  194. 
Maat  PaaMsA  841. 
Mw—iatiiB,  l08. 
Mtlk,  188. 
Mtaiaft   804. 
Mtot.jto4.^ 

MOBOy,  894;  Miat.  S»4. 
Mothar'a  Otoad,  tka,  llf. 
MaWpMeaMaB,  178. 
ai9^ 

828,  398. 


Vaftno  Mn^,  398;  Birds,  S99:  Batfa,  401; 
BobiB,  408;  Parrots,  408;  Pigeoa,  408; 
Ostrlek,  40*;  Crane,  404:  Daeka,  406; 
Spidera,  406;  Fly,  407;  Sanirfeh,  408; 
Babbits,  409;  Water,  410;  Coffee,  411;  Tea, 
411;  SpoBge.  418:  Bats,  418;  TUh  aad 
llskeries,  414;  Aata,  418;  Baea,  416; 
Cork,  417;  Bhth,  417;  Oraaga,  418;  AP 
pie,  418;  Peaek,  419;  Dofk  4>0)  fflik, 
421;  Coral,  422;  Elephant,  4»i;  Bear,  424; 
Cacao  Tree,  424;  Coeoaavt,  488;  Cotton, 
426;  Frog,  Toad,  Litard,  427;  BntlarStes, 
428;  Tesc  Questions,  429. 

Xew  Bnmawlek,  290. 

BonwBi,  ThviB  AaMilaa,  842. 

Bora  BooHa,  891. 

Haabor;    Geaeral  Hethoda   for  T*aekiB|, 
154;  la  the  Home  aad  Kiadergartaa,  155. 

Ontario,  288. 

Oraaga,  418. 

Orttograi^,  120,  861;  Soaads  aad  Bfmh6U, 

861;  S/UabieatiM  aad  Aee«M,  S6S;  tpM- 

iag,  m. 
OMik,  404. 

ValBtlag,  217. 

^^7241. 

Pnmitak  Adfleo  to^  IBft 

Varrota,  402. 

Baaek.  419. 

Vadagogy,  4S2. 

Bareaauga,  199. 

Barria,  818. 

Pkyateal  Oaltaia,  Ul,  44*)  Bwiutwa,  482; 

Food,  488;  Air,  486. 
Bkyriea,  488:  Heat.  440. 
BkyaMogy.  442;  Hnman  Body,  44ti  Oiren 

latioB,  448;  Ear,  447. 


va 


Ml. 


■•MMi,   409. 


■Miff,    1 


ItO,  iU}  SttfiNtloBt  for  TtMh- 
TH  SS4. 


MMa,  4M. 


S4«. 


U9. 


tn. 


ni^J*.,   4S8,    Phyriploiy,   4a;^otor, 


-5---.  WUItai^  IT«. 

411. 

r^  406. 
HlM>i  411 

■titmk  401. 

"--'—.  mam  «•  tM  «•  OhiMiw.  S81. 
r,  U$. 


*U. 


Tm,  411. 

*••*«.  TU«,  BW  0r9«tf,  117;   A<lvl««  t», 

**»«*«••  0im4  tU,  117. 

Twd,'  427. 
WatK,  410. 
WhMt,   140. 

Tont  Mu  Ud  Wmmb,  To  Ika,  128. 
r.  473. 


